Grade 6 MATH -Whole Numbers and Decimals

Day 1 2 3 4 5 6 7 8 9 10 11 12 Unit Intro 1.1 1.2 1.3 1.4 1.5 Assess 1.6 1.7 1.8 1.9 Assess Standards-Number System Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.2. Fluently divide multi-digit numbers using the standard algorithm. 6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. 6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). Apply and extend previous understandings of numbers to the system of rational numbers. Learner Targets Vocabulary Instruc. Strategies/Resources

I can multiply multi digit numbers Greatest fluently. I Common can add, subtract, multiply, and Factor Least divide multiidigit decimals fluently. Common I can find the Greatest Common Multiple Factor of two numbers between 1- Distributive 100 Property I can find the Least Common Factors Multiple of numbers between 1-12 I can use the Distributive Property of Multiplication with numbers between 1-100

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Grade 6 MATH-Fractions
Day 13 14 15 16 17 18 19 20 21 22 23 24 25 Unit Intro 2.1 2.2 2.3 2.4 Assess 2.5 2.6 2.7 2.8 2.9 2.1 Assess Standards-Number System Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently with multi-digit numbers and find common factors and multiples 6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). Apply and extend previous understandings of numbers to the system of rational numbers Learner Targets Vocabulary Instruc. Strategies/Resources

I can compute quotients of quotient GCF fractions divided by fractions LCM rational including mixed numbers. number I can solve word problems equations involving division of fractions by multiples fractions. Distributive I can use visual fraction models and Property equations to represent fraction division problems. I can find the Greatest Common Factor of two numbers between 1-100 I can find the Least Common Multiple of numbers between 1-12 I can use the Distributive Property of Multiplication with numbers between 1-100

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Grade 6 MATH -Rational Numbers

Day 26 27 28 29 30 31 32 33 34 35 36 37 38 Unit Intro 3.1 3.2 3.3 3.4 Assess 3.5 3.6 3.7 3.8 3.9 3.10 Assess Standards-Number System
6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS.6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. (A)Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., (3) = 3, and that 0 is its own opposite. (B)Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. (C)Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. 6.NS.7. Understand ordering and absolute value of rational numbers. (A)Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret 3 > 7 as a statement that 3 is located to the right of 7 on a number line oriented from left to right. (B)Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write 3 oC > 7 oC to express the fact that 3 oC is warmer than 7 oC. (C)Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of 30 dollars, write |30| = 30 to describe the size of the debt in dollars. (D)Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than 30 dollars represents a debt greater than 30 dollars. 6.NS.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate

Learner Targets
I can identify an interger and its opposite. I can use integers to represent real world situations. I can explain how zero fits into positive and negative integers. I can find a rational number on a number line and its opposite. I can place ordered pairs by understanding how the sign effects location. I can position integers and other rational numbers on a horizontal or vertical line diagram. I can position ordered pairs of integers or rational numbers on a coordinate plane. I can order rational numbers on a number line. I can identify absolute value of rational numbers. I can interpret statements of inequality as statements about two numbers relative position on a number line. I can write, interpret and explain statements of order for rational numbers in real world context. I can interpret absolute value as magnitude for a positive or negative quanity. I can distinquish comparisons of absolute value from statements about order and apply them. I can solve real world problems by graphing points in all four quadrants of the coordinate plane. I can calculate the distance between two points with one same coordinate.

Vocabulary integers positive negative rational number coordinate axis plane line quadrant horizontal vertical absolute value inequality magnitude interpret

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situation. For example, for an account balance of 30 dollars, write |30| = 30 to describe the size of the debt in dollars. (D)Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than 30 dollars represents a debt greater than 30 dollars. 6.NS.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate

magnitude for a positive or negative quanity. I can distinquish comparisons of absolute value from statements about order and apply them. I can solve real world problems by graphing points in all four quadrants of the coordinate plane. I can calculate the distance between two points with one same coordinate.

Grade 6 MATH-Ratios and Rates

Day 39 40 41 42 43 44 45 46 47 48 49 Unit Intro 4.1 4.2 4.3 4.4 4.5 Assess 4.6 4.7 4.8 Assess Standards- Ratios and Proportional Relationships 6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes. 6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.1 6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. (A)Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. (B)Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Learner Targets Vocabulary Instruc. Strategies/Resources I can write ratio notations-_:_, ratio simplify Lit. Selection for each Chapter _to_, _/_. Table of I can understand rations can be Equivilants Student Edition simplified. I tape diagram Math Journal Standards Practice can understand ratios compare double two quanities that don't have to be number line RTI/Enrichment of the same measurement unit. priceing I can explain how ratios can be part speed Dig Deeper Lesson to whole, part to part or a rate. Big Idea Project I can identify and calculate a unit Assessment Guide rate. I can analyze the relationship Grab and Go Diff. Learning between ration a:b and a unit a/b where b=0. I Animated Math Model can make a table of equivilant I Tool Mega Math Soar to ratios and compare proportional Success quanities. I Destination Math can find missing values in a table of equivilant ratios. Carmen Sandiego I can solve real word and math involving ratio and rate by reasoning about tables, tape diagrams, double number lines or equations. I Page 4 of 155 can apply unit rate to solve problems about pricing and speed.

can find missing values in a table of equivilant ratios. I can solve real word and math involving ratio and rate by reasoning about tables, tape diagrams, double number lines or equations. I can apply unit rate to solve problems about pricing and speed.

Grade 6 MATH-Percents
Day 50 51 52 53 54 55 56 57 58 Unit Intro Standards- Ratios and Proportional Relationships Learner Targets I can explain that a percent is a ratio of a number to 100. I can find a % of a number as a rate per 100. I can solve real world problems involving finding the whole, given a part and a percent. Vocabulary percent % Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success
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Instruc. Strategies/Resources

6.RP.3.c (C)Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity 5.1 means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. 5.2 5.3

Assess 5.4 5.5 5.6 Assess

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Grade 6 MATH-Units of Measure

Day 59 60 61 62 63 64 65 66 Unit Intro 6.1 6.2 6.3 Assess 6.4 6.5 Assess
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Standards- Ratios and Proportional Relationships 6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities

Learner Targets

Vocabulary

Instruc. Strategies/Resources

I can apply ration reasoning to convert convert measurement units in real measurement Lit. Selection for each Chapter unit world and mathematical problems. Student Edition I can convert measurement units Math Journal by using multiplication of division. Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model

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Grade 6 MATH-Algebra Expressions

Day 67 68 69 70 71 72 73 74 Unit Intro 7.1 7.2 7.3 7.4 7.5 Assess 7.6 Standards-Expressions and Equations Learner Targets Vocabulary Instruc. Strategies/Resources
Apply and extend previous understandings of arithmetic to algebraic expressions. I can write numerical expressions with expression 6.EE.1. Write and evaluate numerical expressions involving whole-number whole number exponents. exponent exponents. I can solve order of operation algebraic 6.EE.2. Write, read, and evaluate expressions in which letters stand for numbers. problems with exponents. variable sum (A)Write expressions that record operations with numbers and with letters standing I can write, read, and translate term product for numbers. For example, express the calculation Subtract y from 5 as 5 y. expressions into algebraic expressions factor (B)Identify parts of an expression using mathematical terms (sum, term, product, using numbers and variables. quotient factor, quotient, coefficient); view one or more parts of an expression as a single I can identify parts of an expression entity. For example, describe the expression 2 (8 + 7) as a product of two factors; coefficient using mathematical terms (sum, term, view (8 + 7) as both a single entity and a sum of two terms. product, factor, quotient, coefficient). enitity value (C)Evaluate expressions at specific values of their variables. Include expressions order of that arise from formulas used in real-world problems. Perform arithmetic operations, I can identify parts of an expression as operations I can including those involving whole-number exponents, in the conventional order when a single entity. parentheses substitute a specific value for a there are no parentheses to specify a particular order (Order of Operations). For eval;uate example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area variable. I can apply order of operations when generate of a cube with sides of length s = 1/2. there are no parentheses for 6.EE.3. Apply the properties of operations to generate equivalent expressions. For equivilant example, apply the distributive property to the expression 3 (2 + x) to produce the expressions that include exponents. Distributive equivalent expression 6 + 3x; apply the distributive property to the expression 24x + I can evaluate algebraic expressions Associative 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations that are based on real world Addition to y + y + y to produce the equivalent expression 3y. problems. prove 6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions I can generate equivilant expressions substitute Page 7 of name the same number regardless of which value is substituted into them). For 155 using the properties of operations example, the expressions y + y + y and 3y are equivalent because they name the (distributive, asscociative, addition same number regardless of which number y stands for. Reason about and solve one-

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75 76 77 78

7.7 7.8 7.9 Assess

there are no parentheses for 6.EE.3. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the expressions that include exponents. equivalent expression 6 + 3x; apply the distributive property to the expression 24x + I can evaluate algebraic expressions 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations that are based on real world to y + y + y to produce the equivalent expression 3y. problems. 6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions I can generate equivilant expressions name the same number regardless of which value is substituted into them). For using the properties of operations example, the expressions y + y + y and 3y are equivalent because they name the (distributive, asscociative, addition same number regardless of which number y stands for. Reason about and solve oneproperty, etc.). variable equations and inequalities. I can recognize when two expressions are equivilant. I can prove that two equations are equivilant no matter what number is substituted.

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Grade 6 Math-Algebra:Equations and Inequalities

Day 91 92 93 94 95 96 97 98 Unit Intro 8.1 8.2 8.3 8.4 8.5 8.6 8.7 Standards-Expressions and Equations Reason about and solve one-variable equations and inequalities. 6.EE.5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 6.EE.7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. 6.EE.8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams Learner Targets
I understand that when I solve an equation or inequality, I am answering the question-which values from a specified set or any particular number in a set, if any, makes the problem true. I can use substitution to determine if a number makes an equation or inequality true. I understand that a variable represents an unknown number. I can relate variables to context. I can write expression when solving real world or mathematical problems. I can define and use inverse operation. I can apply rules of the form x+p=q and px=q for cases in which p,q, and x are non negative rational numbers to solve problems. I can develop a rule for solving one step Page 8 of 155 equations using inverse operation with nonnegative rational coefficients.

Vocabulary equation inequality value specified set substitution context inverse operation x+p=q px=q nonnegative rational number x>c x<c constraint

Instruc. Strategies/Resources

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or condition in a real-world or mathematical problem. Recognize that I can apply rules of the form x+p=q and inequalities of the form x > c or x < c have infinitely many solutions; represent px=q for cases in which p,q, and x are solutions of such inequalities on number line diagrams non negative rational numbers to solve 99 100 101 102 103 Assess 8.8 8.9 8.10 Assess
problems. I can develop a rule for solving one step equations using inverse operation with nonnegative rational coefficients. I can solve and write equations for real world and mathematical problems containing one unknown. I can write an inequality of the form x>c or x<c to represent constraint of condition in real world or mathematical problems. I can represent solutions to inequalities on a number line.

constraint

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Grade 6 MATH-Relationship Between Variables

Day 104 105 106 107 108 109 110 Unit Intro 9.1 9.2 9.3 Assess 9.4 9.5 Standards-Expressions and Equations Represent and analyze quantitative relationships between dependent and independent variables. 6.EE.9.Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. Learner Targets Vocabulary Instruc. Strategies/Resources

I can define independent and independent Lit. Selection for each Chapter dependent variables. I variable can use two variable to rpresent dependent Student Edition Math Journal two quanites. variable Standards Practice I can write and equation to express one dependent quanity in RTI/Enrichment terms of the other independent quanity. I Dig Deeper Lesson can use tables and graphs to Big Idea Project analyze the relationships between Assessment Guide independent and dependent variables. I Grab and Go Diff. Learning can relate the data in a graph and Page 9 of 155 table to an equation.

111

Assess

independent and dependent variables. I can relate the data in a graph and table to an equation.

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Grade 6 MATH-Area
Day 112 113 114 115 116 117 Unit Intro 10.1 10.2 10.3 10.4 10.5 Standards-Geometry Solve real-world and mathematical problems involving area, surface area, and volume. 6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 6.G.3. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Learner Targets Vocabulary Instruc. Strategies/Resources I can compose and decompose right triangle polygons into triangles and triange rectangles. I special can compare the area of a triangle quadrilateral to the area of a rectangle that has polygons be decomposed. I decompose can compose and decompose to compose find area of triangles, special area quadrilaterals and polygons to coordinate solve real world and mathematical plane problems. I vertices can discuss, develop and jusitfy formulas for triangles and parallelograms. I can draw polygons in the Page 10 of 155 coordinate plane. I can use coordinates with one

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide

118 119 120 121 122 123

Assess 10.6 10.7 10.8 10.9 Assess

problems. I can discuss, develop and jusitfy formulas for triangles and parallelograms. I can draw polygons in the coordinate plane. I can use coordinates with one same coordinate to find the length of the side of a polygon to solve real world and mathematical problems.

vertices

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Grade 6 MATH-Surface Area and Volume

Day 124 125 126 127 128 129 Unit Intro 11.1 11.2 11.3 11.4 Assess Standards-Geometry 6.G.2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems 6.G.4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Learner Targets Vocabulary Instruc. Strategies/Resources

I can calculate the volume of a V=LxWxH right rectangular prism. V=bXH I can calculate the volume of a Volume right rectangular prism with formula right fractional edge length. rectangular I can apply volume formulas for prism right rectangular prisms to solve fractional real world problems and edge net mathematical problems. area I can model fraction edge length by three using unit cubes with the dimensional I Page 11 of 155 appropriate units. can represent 3-D figures by using nets. I

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide

130 131 132 133

11.5 11.6 11.7 Assess

Apply these techniques in the context of solving real-world and mathematical mathematical problems. area problems. I can model fraction edge length by three using unit cubes with the dimensional appropriate units. I Grab and Go Diff. Learning can represent 3-D figures by using nets. I Animated Math Model can calculate the area of rectangles I Tool Mega Math Soar to and triangles to a net for each Success shape and combine into one Destination Math answer representing each surface area of a 3-D shape. I Carmen Sandiego can solve real world and mathematical problems involving Prof. Dev. Podcast surface area using nets.

Grade 6 MATH-Data Displays and Measure of Center

Day 134 135 136 137 138 139 Unit Intro 12.1 12.2 12.3 12.4 Assess Standard-Statistics and Probability Develop understanding of statistical variability. 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, How old am I? is not a statistical question, but How old are the students in my school? is a statistical question because one anticipates variability in students ages. 6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Page 12 as 6.SP.5. Summarize numerical data sets in relation to their context, such of 155 by: Learner Targets Vocabulary Instruc. Strategies/Resources

I can understand that data can variability have variability. statistics I can recognize a statistical distribution question versus a non-statistical center mean question. I median mode can understand that a set of data data shape has a distribution. I cluster peak can describe a set of data by its gap symmetry center, mean and median. quanatative I can describe a set of data by its measurement spread and overall shape by variance identifying data clusters, peaks, range gaps and symmetry. I interquartile can organize numerical data in range mean

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide

140 141 142 143 144

12.5 12.6 12.7 12.8 Assess

overall shape. 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. 6.SP.5. Summarize numerical data sets in relation to their context, such as by: (A)Reporting the number of observations (C)Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

center, mean and median. I can describe a set of data by its spread and overall shape by identifying data clusters, peaks, gaps and symmetry. I can organize numerical data in tables and graphs to report data based on observations. I can calculate quanatative measures of center mean, median and mode. I can calculate variance-range, interquartile range, mean absolute deviation and outliers. I can determine the effects of outliers on mean, median, mode, range, interquartile range, and mean absolute deviation.

quanatative measurement variance range interquartile range mean absolute deviation outliers

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Grade 6 MATH- Variability and Data Distributions

Day 145 146 147 148 149 150 Unit Intro Standard-Statistics and Probability Learner Targets Vocabulary variability statistics distribution center mean median mode data shape cluster peak gap symmetry quanatative Instruc. Strategies/Resources

I can understand there are measures of central tendency for a data set. I can understand there are measures of variance. I can understand measures of central tendency and variance summarize value with a single 13.4 (B)Describing the nature of the attribute under investigation, including how it number. I was measured and its units of measurement. can identify the components of dot Assess (C)Giving quantitative measures of center (median and/or mean) and plots, histograms, and box plots. variability (interquartile range and/or mean absolute deviation), as well as Page 13 of describing any overall pattern and any striking deviations from the overall 155 I can find the median and quartile range of a set of data. pattern with reference to the context in which the data were gathered. I can analyze a set of data to 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of 13.1 variation describes how its values vary with a single number. 6.SP.4. Display numerical data in plots on a number line, including dot plots, 13.2 histograms, and box plots. 6.SP.5. Summarize numerical data sets in relation to their context, such as 13.3 by:

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment

Dig Deeper Lesson Big Idea Project measurement Assessment Guide variance range interquartile range mean

151 152 153 154 155

(B)Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. (C)Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as 13.5 describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. 13.6 (D)Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. 13.7 13.8 Assess

number. I can identify the components of dot plots, histograms, and box plots. I can find the median and quartile range of a set of data. I can analyze a set of data to determine variance. I can describe the data being collected, including how it was measured and its unit of measurement. I can analyze the shape of a data distribution and the context to choose the appropriate measure of central tendency and variability to represent data and justify its appropriateness..

quanatative
measurement

variance range interquartile range mean absolute deviation outliers

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Grade 6 Mathematical Goals

I can
Unit Number System

2 1 1 1 3 3 3 3 3 3 4 4 4 5 5,6 6

NS.1 NS.2 NS.3 NS.4 NS.5 NS.6 NS.7

I can divide fractions and mixed numbers. I can multiply multi-digit numbers fluently. I can add, subtract, multiply, and divide multi-digit decimals fluently. I can find GCF of two numbers between 1-100. I can find LCM of numbers between 1-12. I can identify an integer and its opposite and use them to describe quantities. I can position ordered pairs of integers or rational numbers on a coordinate plane or line diagram. I can identify and order absolute value of rational numbers. I can interpret absolute value as magnitude for a positive or negative quantity. I can graph points in all four quadrants of a coordinate plane. I can calculate the distance between the two points. Ratios and Proportional Relationships I can write, compare and simplify ratios. I can identify and calculate a unit rate. I can analyze the relationship between ratio a:b and a unit a/b where b does not equal zero. I can solve real world % problems involving finding the whole, given a part and a percent. I can solve real world problems applying unit rate to solve pricing and constant speed questions. I can convert measurement units by using multiplication or division. Expressions and Equations

NS.8

RP.1 RP.2

RP.3

7 7 7 7 7 7 7

EE.1 I can write numerical expressions with whole number exponents. I can solve order of operation problems with exponents. I can read, write and translate an expression into written word or a phrase into written word. I can use numbers and variables to represent an operation. I can identify parts of an expression using math terms. I can substitute specific values for variable. I can apply order of operations when there are no parenthesis.

EE.2

Grade 6 Mathematical Goals

I can
Unit 7 7 8 EE.3 EE.4 EE.5 Expressions and Equations I can generate equivalent expressions using the properties of operation. I can prove that two equations are equivalent no matter what number is substituted. I understand that solving an equation or inequality involves answering the question, which value from a specified set, if any, makes the equation or inequality true? I can solve and write equations containing one unknown. I can write and solve equations of the form x+p=q and px=q where the numbers are not negative. I can represent solutions to inequalities on a number line x<c, x>c. I can write an equation to express one dependent quantity in terms of the other independent variable. I can relate the data in a graph or table to an equation. Geometry I can find compose and decompose polygon into triangles and rectangles. I can find the area of right angles, other triangles, special quadrilaterals and polygon by composing and decomposing. I can calculate the volume of a right rectangular prism. I can use V=lwh and V=Bh to find volumes with fractional lengths. 10 10 11 G.4 G.3 I can draw polygons in a coordinate plane when given the vertices. I can apply my knowledge of coordinates to find the length of an unknown side with the same first or second coordinate. I can use nets to find the surface areas of three-dimensional figures. Statistics and Probability I can understand data has variability. I can recognize a statistical versus a non-statistical question. I can understand data has a distribution. I can describe data by its center- mean and median. I can describe data by its spread and overall shape and identify clusters, peaks, gaps or symmetry.

8 8 8 9

EE.6 EE.7 EE.8 EE.9

Unit 10 10 11 11

G.1

G.2

12 12 12 12 12

SP.1

SP.2

Grade 6 Mathematical Goals

I can
Unit 12,13 SP.3 12,13 13 13 13 12 13 12,13 12,13 12,13 13 I can find the mean, quartile and interquartile of a set of data. I can analyze data to find its variance. I can organize, display data in a table. I can describe data including how it was measured and what units were used. I can calculate quantitative measures of center. I can calculate quantitative measure of variance. I can determine the effect of outliers on data measurement. I can analyze the shape of the data distribution and determine the appropriate measures of central tendency and variability. SP.4 Statistics and Probability I can recognize the measures of central tendency for a data setmean, median and mode. I can recognize the measures of variance of data- range, interquartile range, mean absolute deviation. I can identify the components of a dot plot, histogram and box plot.

SP.5

Grade 2 Mathematical Goals

I can
Unit Operations and Algbraic Thinking

2.OA.1

2.OA.2 2.OA.3

I can add and subtract within 100 to solve one and two step word problems. I can tell which operation is needed when you see the words add to, take from, put together, take apart and compare. I can use drawings and equations with a symbol for the unknown to solve a problem. I can fluently add with 20 using mental strategies. I can tell you from memory all sums of two one digit numbers. I can tell if a group has odd or even number of objects. I can count by 2's up to 20. I can write an equation where two addends that are the same number added together make a even sum. I can write an equation with repeated addends from a rectangular array. Number and Operations in Base Ten I can tell you the value of each digit in a 3-Digit number. I can identify a bundle of tens as a hundred. I can represent 200,300,400,500,600,700,800,900 with no ones or tens. I can count within 1000. I can skip count by 5's, 10's and 100's. I can read and write numbers to 1000 using base ten numerals, number names and expanded form. I can compare two three digit numbers based on place value and use >,< and = symbols to show my work. I can fluently add and subtract within 100 using different strategies. I can add up to four two-digit numbers. I can tell you the value of each digit within 1000. I can add and subtract within 1000 using various strategies. I can compose and decompose tens or hundreds when adding or subtracting. I can add 10 or 100 to any number between 100-900. I can subtract 10 or 100 from any number between 100-900. I can explain how addition and subtraction strategies work, using place value and the properties of operation.

2.OA.4

Units 2.NBT.1

2.NBT.2 2.NBT.3 2.NBT.4 2.NBT.5 2.NBT.6 2.NBT.7

2.NBT.8 2.NBT.9

Grade 2 Mathematical Goals

I can
Unit 2.MD.1 I can measure with ruler, yardstick, meter stick and tape measure. I can identify the unit of measure of a tool- inch, centimeter, feet and meter. I can determine which measurement tool is most appropriate. I can compare measurements of an object using two different units. Measurement and Data

2.MD.2 2.MD.3

I can estimate length in inches, feet, centimeters and meters. 2.MD.4 I can compare the lengths of two objects and determine how much longer one object is than the other. I can express length in standard units. 2.MD.5 I can use addition or subtraction to solve word problems involving same unit length within 100. 2.MD.6 I can represent whole numbers on a number line. I can use a number line to solve problems with whole number sums and differences within 100. 2.MD.7 I can tell and write time using a analog and digital clock to the nearest five minutes. I can use a.m. and p.m. when telling time. 2.MD.8 I can solve word problems involving dollar bills, quarters, dimes, nickels and pennies. I can use $ and cent symbol. 2.MD.9 I can measure to the nearest whole unit of measurement. I can represent data o a line plot. 2.MD.10 I can draw draw a picture graph and bar graph to represent a set of data with 4 categories. I can solve put together, take apart and compare problems using a bar graph. Units 2.G.1 Geometry I can recognize and draw shapes with a specified attribute like angles or equal faces. I can identify shapes and their attributes(face, angle, side, vertice, etc) of triangles, quadrilaterals, pentagons, hexagons, cubes. I can partition a rectangle into rows and columns making the same size squares and then total them. I can partition circles and rectangles into two, three, or four equal shares. (hlves, thirds, half of, third of, fourth,etc)

2.G.2 2.G.3

Grade 2 MATH -Number Concepts

Day 1 2 3 4 5 6 7 8 9 10 11 12 Unit Intro 1.1 1.2 1.3 1.4 1.5 Assess 1.6 1.7 1.8 1.9 Assess Standards-Operations and Algebraic Thinking Number &Operations in Base Ten Work with equal groups of objects to gain foundations for multiplication. 2.OA.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.8. Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a given number 100900. Learner Targets Vocabulary Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

I can determine odd or even even odd numbers. expanded I can count objects by 2's to 20. form I can count to 1000. I Base Ten can skip count by 5's, 10's and greater than 100's. I less than can identify digits of a number by equal to thousands, hundreds, tens or ones. place value I can read and write a number up mental math to 1000 by its number name. I can read and write a number using its expanded form to 1000. I can compare the place value of 3 digit numbers by using <,>,=. I can use mental math to add or subtract 10 or 100 from any number 100-900.

Page 20 of 155

Base Ten

Grade 2 MATH-Numbers to 1000

Day 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Unit Intro Standards-Number& Operations in Base 10 Learner Targets I can explain the value of each digit in a three digit number. I can bundle 10 tens to make a hundred. I can make 200, 300, 400,500,600,700,800,900 with hundreds and understand the zeros mean there are no tens and no ones. Vocabulary Instruc. Strategies/Resources

Understand place value. 2.NBT.1. Understand that the three digits of a three-digit number represent 2.1 amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 2.2 (A)100 can be thought of as a bundle of ten tens called a hundred. (B)The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, 2.3 two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.4 2.5 2.6 2.7

Assess 2.8 2.9 2.10 2.11 2.12

Page 21 of 155

Bundle Lit. Selection for each Chapter hundred Student Edition tens ones Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

27

Assess
hundred

Grade 2 MATH -Basic Facts

Day 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Unit Intro 3.1 3.2 3.3 3.4 3.5 3.6 3.6 Assess 3.7 3.8 3.9 3.10 3.11 Assess Standards-Operation and Algebraic Thinking Number &Operations in Base Ten Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 Add and subtract within 20. 2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.1 Learner Targets

Vocabulary

Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

I can identify the unknown in a equation addition and subtraction word unknown problem. 2-step array I can write an addition or subtraction rows columns equation with a symbol for the strategies unknown. I can add and subtract within 100 with the unknown in all positions. I can add and subtract 2 step word problems to 100. I can determine if I need to add to, take from, put together, take apart or compare when solving a problem. I can fluently add and subtract within 20. **By the end of 2nd grade students should know all one digit facts from memory I can use addition to find the total for rectangular arrays up to 5 rows and 5 columns. I can and write an equation showing repeated equal addends for an array. I can explain how addition and subtraction strategies work based on place value and properties of operation.

Page 22 of 155

repeated equal addends for an array. I can explain how addition and subtraction strategies work based on place value and properties of operation.

Grade 2 MATH-Two-Digit Addition

Day 43 44 45 46 47 48 49 50 51 52 53 54 Unit Intro 4.1 4.2 4.3 4.4 4.5 4.6 4.7 Assess 4.8 4.9 4.10
Page 23 of 155

Standards-Operations and Algebraic Thinking

Number&Operations in Base Ten

Learner Targets I can identify the unknown in a addition and subtraction word problem. I can write an addition or subtraction equation with a symbol for the unknown. I can add and subtract within 100 with the unknown in all positions. I can add and subtract 2 step word problems to 100. I can determine if I need to add to, take from, put together, take apart or compare when solving a problem. I can fluently add and subtract within 100 using stategies based on place value, properties of operation and the relationship between addition and subtraction. I can add up to 4 two-digit numbers.

Vocabulary 4 digit

Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 Use place value understanding and properties of operations to add and subtract. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.1

numbers.

55
56 57

4.11
4.12 Assess

Grade 2 MATH-Two-Digit Subtraction

Day 58 59 60 61 62 63 64 65 66 67 68 69 Unit Intro 5.1 5.2 5.3 5.4 5.5 5.6 Assess 5.7 5.8 5.9 5.10 Standards-Operations and Algebraic Thinking Meas/Data Number &Operations in Base10 Learner Targets Vocabulary Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 Use place value understanding and properties of operations to add and subtract. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.1 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. I can identify the unknown in a number line addition and subtraction word sum problem. I difference can write an addition or whole subtraction equation with a symbol number for the unknown. length I can add and subtract within 100 with the unknown in all positions. I can add and subtract 2 step word problems to 100. I can determine if I need to add to, take from, put together, take apart or compare when solving a problem. I can fluently add and subtract within 100 using stategies based on place value, properties of operation and the relationship between addition and subtraction. I can explain how addition and subtraction strategies work. I can use a number line with whole numbers to find sums and Page 24 of 155 differences from 0 to 100.

70
71

5.11
Assess

I can explain how addition and subtraction strategies work. I can use a number line with whole numbers to find sums and differences from 0 to 100.

Grade 2 MATH-Three-Digit Addition/Subtraction

Day 72 73 74 75 76 77 78 79 80 Unit Intro 6.1 6.2 6.3 6.4 6.5 Assess 6.6 6.7 Standards Numbers &Operations in Base Ten Use place value understanding and properties of operations to add and subtract 2.NBT.7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.1 Learner Targets I can understand place value to 1000. I can decompose any number within 1000 into hundreds, tens, ones. I can add and subtract within 1000 using various strategies. I can explain when it is necessary to compose or decompose tens or hundreds when adding or subtracting. I can explain how addition and subtraction strategies work. Vocabulary Instruc. Strategies/Resources compose Lit. Selection for each Chapter decompose Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

Page 25 of 155

81 82 83 84

6.8. 6.9 6.10 Assess

decompose

Grade 2 MATH-Time and Money

Day 85 86 87 88 89 90 91 92 93 94 Unit Intro Standards -Measurement and Data Learner Targets Vocabulary Instruc. Strategies/Resources Work with time and money. 2.MD.7. Tell and write time from analog and digital clocks to the nearest five 7.1 minutes, using a.m. and p.m. 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, 7.2 and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 7.3 7.4 7.5 Assess 7.6 7.7 7.8 I can tell time using an analog or dollar quarter Lit. Selection for each Chapter digital clock to the nearest 5 nickel dime Student Edition minutes. I penny half Standards Practice can place a.m. and p.m correctly dollar digital RTI/Enrichment Pages where they should occur. analog Dig Deeper Lesson I can identify the value of dollar Assessment Guide bills and coins. Math Journals I can identify and correctly place a Grab and Go Differentiated $ and cent symbol. Learning I can solve money word problems. Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

Page 26 of 155

95 96 97
98

7.9 7.10 7.11

Assess

Grade 2 Math- Length In Customary Units

Day 99 100 101 102 103 104 105 106 107 Unit Intro 8.1 8.2 8.3 8.4 8.5 Assess 8.6 8.7
Page 27 of 155

Standards- Measurement and Data Measure and estimate lengths in standard units. 2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Learner Targets

Vocabulary

Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

I can choose the best tool to inch measure length. I centimeter can measure the length of objects feet meter by using different tools. ruler yardstick I can measure in inches, meter stick centimeters, feet, meters. measuring I can compare measurements using tape different units and explain why it is different. I can use strategies to estimate length in different units. I can add and subtract units of measurement within 100. I can solve word problems involving length. I can solve length problems with a symbol for an unknown number.

symbol for an unknown number.

108 109 110

8.8 8.9 Assess

Grade 2 MATH- Length in Metric Units

Day 111 112 113 114 115 116 117 118 119 120 Unit Intro Standards-Measurement and Data Learner Targets Vocabulary Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 9.1 2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same 9.2 object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 9.3 9.4

I can measure to the nearest whole cm. Ft. in. m. number to find out how much line plot longer on object is than another. I can write a measurement to the nearest whole number with the appropriate abreviation for a unit. I can measure and record several measurements and place my data on a line plot.

Assess 9.5 9.6 9.7 Assess

Page 28 of 155

Destination Math

Grade 2 MATH-Represent Data

Day 121 122 123 124 125 126 127 128 Unit Intro Standards-Measurement and Data Learner Targets Vocabulary Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, 10.1 take-apart, and compare problems1 using information presented in a bar graph. 10.2 10.3

I can read and draw picture graphs picture graph and bar graphs. bar graph I can label the parts of a graph. compare I can solve addition and category subtraction problems by using graph data. I can compare data in different graph categories.

Assess 10.4 10.5 10.6

Page 29 of 155

Prof. Dev. Podcast Destination Math 129 Assess

Grade 2 MATH- Geometry and Fractions

Day 130 131 132 133 134 135 136 Unit Intro 11.1 11.2 11.3 11.4 11.5 11.6 Standard-Geometry Reason with shapes and their attributes. 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Learner Targets I can name triangles, quadrilaterals, pentagons, hexagon and cubes. I can identify the attributes of shapes such as faces, angles, sides and vertices. I can compare shapes by their attributes. I can partition a rectangle into rows and columns of the same size. I can identify two, three and four equal shares of a whole. I can describe equal shares as halves, thirds and fourths. I can describe a whole as 2 halves, three thirds or four fourths. Vocabulary triangle quadrilateral pentagon hexagon cube faces angles sides vertices attributes partition row column equal share whole half halves thirds third of fourths fourth of Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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137 138 139 140 141 142

Assess 11.7 11.8 11.9 11.10 Assess

I can describe equal shares as fourths fourth halves, thirds and fourths. of I can describe a whole as 2 halves, three thirds or four fourths.

Mega Math Soar to Success Prof. Dev. Podcast Destination Math

Page 31 of 155

Grade 3 Mathematical Goals

I can
Unit Operations and Algebraic Thinking

3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.5

I can find the product of multiple groups of objects. I can explain what the numbers in a division problem represent. I can multiply and divide within 100 to solve word problems. I can find the unknown number that makes an equation true when multiplying or dividing. I can apply properties of operation when multiplying or dividing.

3.OA.6 I can identify the multiplication problem related to a division problem to solve unknown factor problems when dividing. I know all my multiplication facts and division facts to 100. I can solve two step word problems using all four operations. I can identify arithmetic patterns and explain the rules for the patterns using properties of operation. Number and Operations in Base Ten I can use place value to round whole numbers to nearest 10 or 100. I can fluently add and subtract within 1000. I can multiply one digit numbers by multiples of 10. Numbers and Operations-Fractions I can explain that a denominator tells us how many pieces we need to make a whole and the neumerator tells us how many parts we have. I can use accumulated fractions to represent <,>,= a fraction. I can partition a number line interval into equal parts. I can explain that the endpoint on a number line is the larger whole number and if I partition it into equal parts the endpoint would be a/a. I can understand that two fractions are equal if the are the same size or on the same point on a number line. I can generate simple equvilant fractions. I can express a whole numbers as a fraction. I can compare fractions with the same numerator or denominator

3.OA.7 3.OA.8 3.OA.9

Unit 3.NBT.1 3.NBT.2 3.NBT.3 Unit 3.NF.1

3.NF.2a 3.NF.2b

3.NF.3a 3.NF.3b 3.NF.3c 3.NF.3d

Grade 3 Mathematical Goals

I can
Unit 3.MD.1 Measurement and Data I can tell and write time to the nearest minute. I can solve word problems by adding or subtracting intervals of time using a number line. I can measure liquids and mass using standard units of measurement,-grams, kilograms, and liters. I can solve one step word problems involving mass and volume in all four operations. I can draw a scaled picture graph and bar graph to represent data with several categories/ I can solve one and two step problems "how many more and how many less" using information in scaled bar graphs. I can measure and show my own data using halves and fourths of an inch on a line plot. I can use unit squares to measure area. I can use unit squares of cm,m,in,ft and other sizes to measure area. I can tile a rectangle to find its area and compare it to to multiplying l X w. I can solve for area by multipling side legnths. I can use the distributive property to solve for area in different ways : a(bxc) is the sum of (axb) + (axc). I can show how distributive property works by tiling. I can decompose overlapping rectangles and add together the area of each part to find area of the whole. I can solve real world area problems by decomposing figures. I can find the perimeter of a polygon. I can find perimter when there is an unknown side length. Geometry 3.G.1 I can identify shapes and understand they share attributes with other shapes which makes them part of larger categories. I can identify rhombus, rectangles, squares as examples of quadrilaterals. I can compare and classify shapes by sides and angles. I can partition shapes into equal areas and express these parts as a fraction.

3.MD.2

3.MD.3

3.MD.4 3.MD.5ab 3.MD.6 3.MD.7a 3.MD.7b 3.MD.7c

3.MD.7d

3.MD.8

Unit

3.G.2

Grade 3 MATH -Addition Concepts

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Unit Intro Standards-Number &Operation in Base 10 Learner Targets Vocabulary Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math Carmen Sandiego

Use place value understanding and properties of operations to perform multidigit arithmetic.1 1.1 3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100. 1.2 3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the 1.3 relationship between addition and subtraction. 1.4 1.5 1.6 1.7

I can round numbers to the nearest Rounding ten or hundred. I can Properties of fluently add and subtract within Operation 1000. I can use place value to add and subtract

Assess 1.8 1.9 1.10 1.11 1.12 Assess

Page 38 of 155

Grade 3 MATH-Represent and Interpret Data

Day 16 13 17 18 19 20 21 22 23 24 Unit Intro Standards-Measurement & Data Learner Targets Vocabulary Instruc. Strategies/Resources

Represent and interpret data. 3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a 2.1 data set with several categories. Solve one- and two-step 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 2.2 might represent 5 pets.

2.3 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 Assess plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. 2.4 2.5 2.6 2.7 Assess

I can explain and identify the scale scaled of a graph. I picture graph can read and understand a graph. bar graph I can choose an approriate scale for half inch a picute graph or bar graph. fourth inch I can solve one or two step line plot problems by reading a bar or whole picture graph. I number can create a scaled picture or bar unit graph to show data. I horizontal can measure in inches to the half axis and quarter marks. I line plot can analyze a line plot. I halves can create a line plot and decide its quarters scale and measurement. I can tell you what a horizontal axis and horizontal scale mean.

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego

Page 39 of 155

Prof. Dev. Podcast

Grade 3 MATH -Understanding Multiplication

Day 25 26 27 28 29 30 31 32 33 34 Unit Intro 3.1 3.2 3.3 Assess 3.4 3.5 3.6 3.7 Assess Standards-Operation and Algebraic Thinking Represent and solve problems involving multiplication and division. 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 5 7. 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.1 Learner Targets Vocabulary Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego Prof. Dev. Podcast

I can find the product of multiple product array groups of objects. I measurement can explain that a product quanity represents the total number of unknown objects in a number of groups. number I can multiply and divide within symbol 100. I can solve word problems with equal groups, arrays and measurement quanities. I can show a word problem by using a picture or an equation with a symbol for an unknown number.

Page 40 of 155

Grade 3 MATH-Multiplication Facts and Strategies

Day 35 36 37 38 39 40 41 42 43 44 Unit Intro Standards-Operations and Algebraic Thinking Learner Targets Vocabulary Instruc. Strategies/Resources

Multiply and divide within 100. 3.OA.7.Fluently multiply and divide within 100, using strategies such as the 4.1 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 one-digit numbers 4.2 3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For 4.3 example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends 4.4 4.5

Assess 4.6 4.7 4.8

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I can fluently multiply and divide stategy fluetly within 100 using all my product Lit. Selection for each Chapter multiplication facts. pattern sum Student Edition *By the end of third grade know multiples Math Journal from memory all products of two properties of Standards Practice one digit numbers I operation can choose an appropriate stategy RTI/Enrichment to multiple or divide fluently within 100. Dig Deeper Lesson I can identify patterns such as Big Idea Project odd/even in an addition table. Assessment Guide I can identify patterns such as multiples and sums in a multiplication table. I Grab and Go Diff. Learning can explain the rules for a pattern Animated Math Model using properties of operations. I can explain how numbers are I Tool Mega Math Soar to related in a pattern. Success Properties of Operation Glossary is Destination Math on Pg. 90 of CCSS

related in a pattern. Properties of Operation Glossary is on Pg. 90 of CCSS 45 46 47 4.9 4.10 Assess Carmen Sandiego Prof. Dev. Podcast

Grade 3 MATH-Use Multiplication Facts

Day 48 49 50 51 52 53 54 55 Unit Intro 5.1 5.2 Assess 5.3 5.4 5.5 Assess Standards- Operations and Algebra Thinking Number &Operations in Base 10 Learner Targets I can multiply and divide within 100. I can decide which operation multiplication or division I need to use to solve for an unknown number. I can solve for unknown numbers using multiplicaton or division. I can apply properties of operations strategies to multiply or divide.I can identify patterns such as odd/even in an addition table. I can identify patterns such as multiples and sums in a multiplication table. I can explain the rules for a pattern using properties of operations. I can explain how numbers are related in a pattern. Properties of Operation Glossary is on Pg. 90 of CCSS I can multiply one digit whole numbers by multiples of 10. Vocabulary Instruc. Strategies/Resources 3.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 = ? Understand properties of multiplication and the relationship between multiplication and division. 3.OA.5. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3 5 2 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) = 40 + 16 = 56. (Distributive property.) Multiply and divide within 100. 3.OA.7.Fluently 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 one-digit numbers Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.9. Identify arithmetic patterns (including patterns in the addition table or 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 one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations Page 42 of 155

times a number can be decomposed into two equal addends. 3.NBT.3. Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations

can multiply one digit whole numbers by multiples of 10.

Grade 3 MATH-Understanding Division

Day 56 57 58 59 60 61 62 63 64 Unit Intro 6.1 6.2 6.3 6.4 6.5 Assess 6.6 6.7 Standards-Operations And Algebraic Thinking Represent and solve problems involving multiplication and division. 3.OA.2. Interpret whole-number 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 56 8. 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.1 3.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 = ? Understand properties of multiplication and the relationship between multiplication and division. 3.OA.5. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3 5 2 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) = 40 + 16 = 56. (Distributive property.) 3.OA.6. Understand division as an unknown-factor problem. For example, Page find 32 8 by finding the number that makes 32 when multiplied by 8.43 of 155 Learner Targets
I can explain what the numbers in a division problem represent. I can explain what division means and how it relates to equal shares. I can interpret quotients as the number of shares or groups when a set is divided equally. I can solve word problems with equal groups, arrays and measurement quanities. I can show a word problem by using a picture or an equation with a symbol for an unknown number. I can multiply and divide within 100. I can decide which operation multiplication or division I need to use to solve for an unknown number. I can solve for unknown numbers using multiplicaton or division and solve for the unknown factor. I can use multiplication to solve division problems. I can explain how multiplication and division are related.

Vocabulary quotient divisor dividend array unknown

Instruc. Strategies/Resources

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math

65

6.8.

66 67

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 division problems. I can explain how multiplication and as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.) division are related. 3.OA.6. Understand division as an unknown-factor problem. For example, 6.9 find 32 8 by finding the number that makes 32 when multiplied by 8. Assess

Carmen Sandiego Prof. Dev. Podcast

Grade 3 MATH-Division Facts and Strategies

Day 68 69 70 71 72 73 74 75 76 77 Unit Intro 7.1 7.2 7.3 7.4 7.5 7.6 Assess 7.7 7.8 Standards -Operations and Algebraic Thinking 3.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 = ? 3.OA.6. Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3 Learner Targets Vocabulary Instruc. Strategies/Resources I can multiply and divide within operation 100. equation Lit. Selection for each Chapter I can decide which operation estimation Student Edition multiplication or division I need to rounding Math Journal use to solve for an unknown order of Standards Practice number. Operations I can solve for unknown numbers mental RTI/Enrichment using multiplicaton or division and computation solve for the unknown factor. unknown Dig Deeper Lesson I can use multiplication to solve quanity Big Idea Project division problems. Assessment Guide I can explain how multiplication and division are related. I can tell you the order of Grab and Go Diff. Learning operations. I can check problem answers using Animated Math Model mental math, estimation strategies and rounding. I I Tool Mega Math Soar to can solve two step word problems Success using the four operations. Destination Math I can write an equation and use a letter to stand for an unknown quanity.

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78 79 80
81

7.9 7.10 7.11

Assess

using the four operations. I can write an equation and use a letter to stand for an unknown quanity.

Carmen Sandiego Prof. Dev. Podcast

Grade 3 Math- Understand Fractions

Day 82 83 84 85 86 87 88 89 90 Unit Intro 8.1 8.2 8.3 8.4 8.5 Assess 8.6 8.7 Standards- Number and Operations-Fractions Develop understanding of fractions as numbers. 3.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. (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. 3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (A)Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (B)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. (C)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 155 Page 45 of diagram. Learner Targets Vocabulary Instruc. Strategies/Resources I can tell you what the top numerator (numerator) and bottom number denominator Lit. Selection for each Chapter (denominator) of a fraction means partition Student Edition when you partition a whole. number line Math Journal I can add same denominator unit fraction Standards Practice fractions together to make whole numbers equal to, less than or number equal RTI/Enrichment greater than one. equivilant I can use a number line and generate partition the intervals between the compare Dig Deeper Lesson Big Idea Project whole numbers to represent Assessment Guide fractions. I understand that from 0 to 1 on a number line equals a whole and Grab and Go Diff. Learning that I can partition it into fractions of a whole. I Animated Math Model can identify and generate equivalent fractions. I Tool Mega Math Soar to I can compare fractions using Success reasoning, number lines, visual models. I can express a whole number as a fraction. I can recognize and explain the

91 92 93

(B)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. (C)Express whole numbers as fractions, and recognize fractions that are 8.8 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 8.9 diagram. Assess

can identify and generate equivalent fractions. I can compare fractions using reasoning, number lines, visual models. I can express a whole number as a fraction. I can recognize and explain the difference in a whole number written as a fraction and a fraction.

Destination Math Carmen Sandiego Prof. Dev. Podcast

Grade 3 MATH-Compare Fractions

Day 94 95 96 97 98 99 100 101 102 103 Unit Intro Standards- Number and Operations-Fractions Learner Targets Vocabulary Instruc. Strategies/Resources

3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (D) Compare two 9.1 fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two 9.2 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 9.3 model 9.4

I can compare two fractions with compare the same denominator and know if greater than they are >,<,= another fraction. less than I can compare fractions and record equal to my results with symbols <,>,+. Justify I can show you how I reached my conclusions by using a visual fraction model or other tools.

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math

Assess 9.5 9.6 9.7 Assess

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Carmen Sandiego Prof. Dev. Podcast

Grade 3 MATH-Time,Length,Liquid,Volume,and Mass

Day 104 105 106 107 108 109 110 111 Unit Intro 10.1 10.2 10.3 10.4 10.5 Assess 10.6 Standards-Measurement and Data Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 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.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step 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.2 Learner Targets I can tell time to the minute. I can write time to the minute. I can recognize where the minute mark is on a analog clock and the minute digit on a digital clock. I can use a number line to add and subtract intervals of time. I can solve word problems involving time intervals to the minute. I can measure and estimate liquid volumes using liters. I can measure and estimate mass of an object in grams and kilograms. I can add, subtract, multiply and divide units of liters, grams and kilograms. I can solve one step word problems involving mass or volume Page 47 of 155 when the amounts are given in the same units. Vocabulary analog digital minute interval liquid volume mass gram kilogram liter standard unit measure Instruc. Strategies/Resources

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model

112 113 114 115

10.7 10.8 10.9 Assess

I can add, subtract, multiply and divide units of liters, grams and kilograms. I can solve one step word problems involving mass or volume when the amounts are given in the same units.

I Tool Mega Math Soar to Success Destination Math Carmen Sandiego Prof. Dev. Podcast

Grade 3 MATH-Perimeter and Area

Day 116 117 118 119 120 121 122 Unit Intro 11.1 11.2 11.3 11.4 11.5 Assess Standards-Measurement and Data Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 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. 3.MD.6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.7. Relate area to the operations of multiplication and addition. (A)Find the area of a rectangle with whole-number side lengths by tiling 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 whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical Page 48 of 155 reasoning. (C)Use tiling to show in a concrete case that the area of a rectangle with Learner Targets Vocabulary Instruc. Strategies/Resources

I can define the area of a plane. rectilinear I can define unit square. overlapping Lit. Selection for each Chapter I can use unit squares to measure decompose Student Edition area. I area unit Math Journal can use units of measurement cm., square plane Standards Practice m. in., ft., to name the size of a centimeter unit square. I meter inch RTI/Enrichment can find the area of a rectangle feet using tiles and understand how I distributive can multiply to get the same property Dig Deeper Lesson Big Idea Project number. I Assessment Guide can find the area of a rectangle by mulitplying the long and short side. I can solve real world math Grab and Go Diff. Learning problems involving area. I can use a rectangular array to represent a product in a multiplication problem.

123 124 125 126 127 128

11.6 11.7 11.8 11.9 11.10 Assess

lengths. (B)Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. (C)Use tiling to show in a concrete case that the area of a rectangle with whole-number 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 non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

mulitplying the long and short side. I can solve real world math problems involving area. I can use a rectangular array to represent a product in a multiplication problem. I can use an area model to show how the distributive property works. I can decompose an overlapping figure and add the area of each part together to find the area for the wholefigure.

Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego Prof. Dev. Podcast

Grade 3 MATH-Two-Dimensional Shapes

Day 129 130 131 132 133 134 Unit Intro 12.1 12.2 12.3 12.4 Assess Standard-Geometry Measurement and Data Learner Targets Vocabulary Instruc. Strategies/Resources

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 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. Reason with shapes and their attributes. 3.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 Page 49 of 155 shape.

I can find the perimeter of a perimeter polygon by adding up the sides. I polygon Lit. Selection for each Chapter can find the perimeter of a polygon qyadrilateral Student Edition when one of the sides is unknown. rhombus Math Journal I can compare attributes of angle side Standards Practice quadrilaterals and identify the shape. I RTI/Enrichment can compare and classify shapes by analyzing sides and angles. Dig Deeper Lesson I can group shapes into a large Big Idea Project category by their shared attributes. Assessment Guide I can draw a quadrilateral that does not belong to a subcategory. I can partition shapes into equal parts. I can express the parts of a shape as a fraction.

135 136 137 138 139 140

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 12.5 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 12.6 shape. 12.7 12.8 12.9 Assess

category by their shared attributes. I can draw a quadrilateral that does not belong to a subcategory. I can partition shapes into equal parts. I can express the parts of a shape as a fraction.

Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego Prof. Dev. Podcast

Page 50 of 155

Grade 4 Mathematical Goals

I can
Unit Operations and Algebraic Thinking

4.OA.1

I can interpret a multiplication equation as a multiplication comparison statement. I can interpret a verbal statement as a multiplication equation. I can multiply and divide to solve word problems with multiplication comparisons. I can tell you the difference between a additive comparison and multiplication comparison. I can solve multi-step word problems with symbols for unknown quantities using all four operations, including dividing with remainders. I can use mental computation, estimation strategies and rounding to check if my answer makes sense. I can determine if a number is prime or composite 1-100. I can find all factor pairs for number 1-100. I can determine if a given whole number (1-100)is a multiple of a given 1 digit number. I can genterate a number or shape pattern that follows a given rule. I can examine a pattern to find features not mentioned in the rules. Number and Operations in Base Ten I can explain how a number equals ten times more than the number on its right. I can use place value and division to demonstrate how numbers increase by ten in a multidigit number. I can read and write multi-digit whole numbers using base ten numerals, number names, and expanded form. I can compare two multi-digit numbers using <,>,=. I can round multi-digit whole number to any place. I can fluently add and subtract multi-digit whole numbers 1,000,000 or less. I can I can multiply a 4-digit by 1-digit number. I can multiply a two digit by two digit number. I can can divide 4 digit dividends by a 1 digit divisor.

4.OA.2

4.OA.3

4.OA.4

4.OA.5

Unit 4.NBT.1

4.NBT.2

4.NBT.3 4.NBT.4 4.NBT.5 4.NBT.6

I can
Unit 4.NF.1

Grade 4 Mathematical Goals

1 2 3 4 5 6

Number and Operations-Fractions I can multiply the numerator and denominator by the same number and create equivilant fractions. I can recognize when two fractions with unlike denominators are equivilant.

I can use fraction models to demonstrate how a fraction can be the same as another fraction when their numbers are different. 4.NF.2 I can compare fractions with different numerators and denominators with <,>,=. 4.NF.3a I can explain that adding fractions is joining parts and subtracting fractions is seperating parts from the whole. 4.NF.3b I can add fractions and subtract fractions with like denominators. 4.NF.3c I can add and subtract mixed numbers with the same denominator. I can replace a mixed number with a equivilant fraction. 4.NF.3d I can solve word problems with adding and subtracting of fractions. 4.NF.4a I can multiply fractions as a multiples or accumulated fractions. 4.NF.4b I can multiply a fraction by a whole number by using a visual fraction model. 4.NF.4c I can multiply a fraction by a whole number. I can solve word problems involving multiplication of a fraction by a whole number. 4.NF.5 I can use my knowledge of renaming tenths to hundreths to add two fractions with denominators 10 and 100. 4.NF.6 I can read and write decimals through hundreths. I can rename fractions with 10 or 100 as denominators as decimals. 4.NF.7 I can compare two decimals to the hundreths using <,>,=. Unit 4.G.1 4.G.2 Geometry I can identify and draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. I can classify two dimensional figures based on parallel or perpendicular lines and sizes of angles. I can classify angles as right triangles. I can recognize and draw a line of symmetry.

4.G.3

Grade 4 Mathematical Goals

I can
Unit Measurement and Data 4.MD.1 I can compare different units of measurement in the same system of units. I can convert larger measurements in a system to smaller units in a system and record the conversions in a 2 column table. 4.MD.2 I can add, subtract, multiply and divide fractions and decimals to solve word problems. I can solve word problems involving distance, intervals of time, volume, mass and money. I can solve word problems where I have to convert larger units of measurement to smaller units. I can make a diagram with a scale to show measurement quantities. 4.MD.3 I can use the formulas for area and perimeter to solve real world and mathematical problems. 4.MD.4 I can make a line plot to display measurements in fractional units. I can solve problems involving addition and subtraction of fractions by using information in a line plot. 4.MD.5a I can explain how an angle is a fraction of a circle and how you use the endpoint and rays to measure an angle. 4.MD.5b I can calculate an angles measurement by its relationship to a circle's 360 degrees. 4.MD.6 I can measure an angle with a protractor. I can sketch angles of specified degrees. 4.MD.7 I can compose or decompose angles into larger or smaller angles. I can add and subtract equations to find an unknown angle.

Grade 4 MATH -Place Value,Addition and Subtraction to One Million

Day 1 2 3 4 5 6 7 8 9 10 11 Unit Intro 1.1 1.2 1.3 1.4 Assess 1.5 1.6 1.7 1.8 Assess Standards-Operations and Algebraic Thinking Number & Operations in Base Ten 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Generalize place value understanding for multi-digit whole numbers. 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value and division. 4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding and properties of operations to perform multidigit arithmetic. 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Learner Targets
I can divide whole numbers with remainders. I can solve multi-step word problems with a letter for the unknown. I can solve multi-step problems with all 4 operations including problems with remainders. I can use mental math and estimation to check and see if my answer is reasonable. I can recognize that in a multi-digit whole number the value of the digit increase ten times more than the place to the right. I can read and write multi-digit numbers using base ten numerals, number names and expanded form. I can compare two multi-digit numbers by greater than, less than or equal to using place value. I can round multi-digit whole numbers at any place using place value. I can fluently add/Subtract whole numbers to 1,000,000. I can multiply whole numbers 4 digit by 1 digit. I can multiply two 2 -digit numbers.

Vocabulary estimation mental math equation less than greater than equal to whole number place value algorithm expanded form number name word form round short word form

Page 54 of 155

Grade 4 MATH-Multiply By 1-Digit

Day 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Unit Intro 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Assess 2.6 2.9 2.1 2.11 2.12 Assess
Page 55 of 155

Standards-Operations and Algebraic Thinking Number Operations In Base Ten Use the four operations with whole numbers to solve problems. 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Learner Targets I can use multiplication strategies. I can interpret a multiplication equation as a comparison. I can turn a verbal statement into a multiplication equation. I can multiply or divide to solve word problems. I can use multiplicative comparison to compare two sets where the product, set size or multiplier is unknown. ex. Tom ran 4
laps at football practice. Sam ran 5 times as many. How many laps did Sam run?

Vocabulary Product Interpret equation explain symbol letter standing strategy array calculation area models remainder

I can use additive comparison to compare two quanities. The Lady Eagles defeated
Hazard by 35 points. The team scored 87 points. How many points did Hazard score?

I can distinquish between multiplicative comparison and additive comparison. I can divide whole numbers with remainders. I can solve multi-step word problem with an unknown using all four operations including. I can multiply a whole numbers 4-digit by one-digit. I can multiply two two-digit numbers.

Grade 4 MATH -Multiply By 2-Digits

Day 27 28 29 30 31 32 33 34 35 36 37 Unit Intro 3.1 3.2 3.3 3.4 Assess 3.5 3.6 3.7 3.7 Assess Standards-Operation and Algebraic Thinking Number & Operations in Base Ten 4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Learner Targets I can solve multi-step word problem with an unknown using all four operations including division with remaiders. I can multiply a whole numbers 4-digit by one-digit. I can multiply two two-digit numbers. Vocabulary properties of operation factor pairs calculations

Page 56 of 155

.
Day 38 39 40 41 42 43 44 45 46 47 48 49 50 51 Unit Intro 4.1 4.2 4.3 4.4 4.5 4.6 Assess 4.7 4.8 4.9 4.10 4.11 4.12
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Standards-Operation and Algebraic Thinking Number & Operations in Base Ten 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.NBT.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models

Learner Targets I can solve multi-step word problem with an unknown using all four operations including division with remaiders. I can find whole number quotients and remainders up t four-digit dividends and one digit divisor. I can use strategies based on place value, properties of operations and the relationship between division and multiplication to solve problems. I can illustrate and explain calculations by using written equatiopns, rectangular arrays and or area models.

Vocabulary quotient dividend divisor array relationship area model strategies

52

Assess

Grade 4 MATH-Factors, Multiples and Patterns

Day 53 54 55 56 57 58 59 60 61 Unit Intro 5.1 5.2 5.3 Assess 5.4 5.5 5.6 Assess Standards- Operations and Algebra Thinking Learner Targets Vocabulary

4.OA.4. Find all factor pairs for a whole number in the range 1100. I can define prime and composite numbers. prime Recognize that a whole number is a multiple of each of its factors. Determine I can use strategies to determine whether a composite whether a given whole number in the range 1100 is a multiple of a given one- number is prime or composite. generate digit number. Determine whether a given whole number in the range 1100 is I can identify all factor pairs for numbers 1- factor paor prime or composite 100. I explicit 4.OA.5. Generate a number or shape pattern that follows a given rule. Identify can determine if a whole number is a alternate apparent features of the pattern that were not explicit in the rule itself. For multiple of a given one-digit number. I factor example, given the rule Add 3 and the starting number 1, generate terms in can identify number and shape patterns. multiples odd the resulting sequence and observe that the terms appear to alternate I can generate a number of shape pattern and even between odd and even numbers. Explain informally why the numbers will that follows a given rule. I sequence continue to alternate in this way. can examine patterns and look for unusual range whole features not in the rules like odd or even, number alternates between odd and even. patterns shape pattern

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Grade 4 MATH-Fraction, Equivalence and Comparison

Day 62 63 64 65 66 67 68 69 70 Unit Intro 6.1 6.2 6.3 6.4 6.5 Assess 6.6 6.7 Standards- Number and Operation-Fractions Extend understanding of fraction equivalence and ordering. 4.NF.1. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Learner Targets Vocabulary I can recognize and identify equivilant equivilant fractions with unlike denominators. unlike I can explain why a/b is equal to (n x a)/(n x denominator b) by using fraction models. I fraction can use visual fraction models to show why model fractions are equivilant. I greater than can generate and explain equivilant less than fractions using visual fraction models. I equal to can recognize and compare fractions as benchmark being greater than, less than or equal to justify other fractions. I can compare fractions with different denominators with a benchmark fraction like 1/2 or fractions with different denominators from the same whole. I can justify my comparisons with visual fraction models.

71 72

6.8. Assess

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Grade 4 MATH-Add and Subtract Fractions

Day 73 74 75 76 77 78 79 80 81 82 83 84 Unit Intro 7.1 7.2 7.3 7.4 7.5 Assess 7.6 7.7 7.8 7.9 7.10 Standards- Number and Operation-Fractions Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (A)Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. (B)Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. (C)Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. (D)Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem Learner Targets Vocabulary I can explain how adding fractions is the decompose same as joing or parts of the same whole. properties of I can explain how subtracting fractions is operation join like seperating parts of the same whole. improper I can accumulate fractions to make a fraction fraction greater than 1. I equivilant can use fraction models to demonstrate fraction joing and seperating. I mixed can add and subtract fractions with like number denominators. I can recognize different ways to represent a whole using fractions with the same denominator. I can use fraction models to decompose fractions with the same denominator in different ways. I can add and subtract mixed numbers with like denominators. I can use visual models to replace mixed numbers with equivilant fractions. I can replace a mixed number with a improper fraction using visual models. I can solve word problems involving fractions.

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fractions.

85

Assess

Grade 4 Math-Multiply Fractions By Whole Numbers

Day 86 87 88 89 90 91 92 93 Unit Intro 8.1 8.2 Assess 8.3 8.4 8.5 Assess Standards- Number and Operation-Fractions 4.NF.4. 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) = (n a)/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 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? Learner Targets I can represent a fraction as a multiple of a unit. ( 5/4 would be 1/4,1/4,1/4,1/4,1/4) I can multiply fractions by using fraction models. I can multiply a fraction by a whole number with the understanding that a/b is a multiple of 1/b. I can use a visual fraction model to model a multiplication equation and recognize the product. I can multiply a fraction by a whole number. I can solve word problems involving multiplication of fractions. Vocabulary multiple

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Grade 4 MATH-Relate Fractions and Decimals

Day 94 95 96 97 98 99 100 101 102 103 Unit Intro 9.1 9.2 9.3 9.4 9.5 Assess 9.6 9.7 Assess Standards-Measurement and Data Number and Operation-Fractions Learner Targets Vocabulary

Understand decimal notation for fractions, and compare decimal fractions. 4.NF.5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. 4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 4.NF.7. Compare two decimals to hundredths by reasoning about their size. 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. 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

I can rename and recognize a fraction with decimal a denominator of 10 as a fraction with a notation denominator of 100. I tenths understand that a fraction with unlike hundreths denominators can be equivilant. greater than I can add add two fractions with less than denominators 10 and 100. equal to I can explain the values of digits less than a measurement whole. I quanities can read and write decimals through unit size hundreths, I can rename fractions with 10 or 100 in the denominator with decimal notation. I can recognize how a decimal and fraction relate. I can describe a legnth with decimals and find a decimal on a number line. I can compare two decimals with >,<,= to the hundreths. I can solve fractions involoving word problems about measurement quanities. I can solve decimal problems involving measurement quanities. I can solve word problems that require changing the unit size. I can represent quanities using diagrams that Page 62 of 155 feature a measurement scale.

can solve decimal problems involving measurement quanities. I can solve word problems that require changing the unit size. I can represent quanities using diagrams that feature a measurement scale.

Grade 4 MATH-Two-Dimensional FIgures

Day 104 105 106 107 108 109 110 111 112 113 Unit Intro 10.1 10.2 10.3 10.4 Assess 10.5 10.6 10.7 Assess Standards-Geometry Operations and Algebraic Thinking Learner Targets Vocabulary

Generate and analyze patterns. 4.OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting 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. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 4.G.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 4.G.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

I can identify number and shape patterns. pattern odd I can generate a number of shape pattern even line that follows a given rule. I point line can examine patterns and look for unusual segment features not in the rules like odd or even, angle ray alternates between odd and even. right acute I can draw points, lines, line segments, rays, obtuse angles (right,acute,obtuse) and parallel perpendicular and parallel lines. perpendicular I can analyze two-dimensional figures by 2 dimensional point, line, segments,ray, angles and symmetry perpendicualr/parallel lines. I can identify parallel or perpendicular lines in 2 dimensional figures. I can recognize and identify acute, obtuse, and right angles. I can classify two dimensional figures based on parallel , perpendicular line or obtuse/acute angles. I can classify angles as right or not right. I can recognize and draw lines of symmetry.

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Grade 4 MATH-Angles
Day 114 115 116 117 118 119 120 121 Unit Intro 11.1 11.2 11.3 Assess 11.4 11.5 Assess Standard-Measurement and Data Geometric measurement: understand concepts of angle and measure angles. 4.MD.5. 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 one-degree angles is said to have an angle measure of n degrees. 4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 4.MD.7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure Learner Targets Vocabulary

I can define angle as ageometric shape ray endpoint formed from two rays with a common 360 degrees endpoint. I circle can explain that an angle is a fraction of a protractor 360 circle. I scale can tell you how many degrees a circle contains. I can calculate angles by degree by comparing angles to a circle to determine measurement. I can measure angles with a protractor. I can read a protractor and use the correct scale based on angle direction. I can determine the type of angle by its measurement. I can sketch angles of specified measurement. I can add angle measurements to make up a larger angle. I can subtract smaller angles from larger angles and find a measurement. I can solve word problems by adding and subtracting angle measurements to find Page 64 of 155 unknown angles.

can subtract smaller angles from larger angles and find a measurement. I can solve word problems by adding and subtracting angle measurements to find unknown angles.

Grade 4 MATH-Relative Sizes of Measurement Units

Day 122 123 124 125 126 127 128 129 130 131 132 133

Unit Intro 12.1 12.2 12.3 12.4 12.5 Assess 12.6 12.7 12.8 12.9 12.10

Standard-Measurement and Data Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Represent and interpret data. 4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in 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.

Learner Targets I can differentiate between the size of units of measurement (km, m;kg., g;lb., oz.; L,mL; hrs, min., sec.). I can compare units within the same measurement system. I can convert larger units within the same system to smaller units I can use the four operations to solve word problems involving distance, intervals of time, liquid volumes, mass, and money. I can solve word problems that include adding, subtracting, multiplying and dividing fractions and decimals. I can solve word problems that require changing a larger unit to a smaller unit of measurement. I can represent measurement using diagrams and number lines with measurement scales. I can analyze and interpret line plots to solve problems involving addition and subtraction. I can create a line plot to display data in Page 65 of 155 fraction units.

Vocabulary kilometer meter kilogram gram pound ounce liter mililiter hour minute second abbreviation distance time interval volume mass diagram number line
measurement

scale line plot

shortest specimens in an insect collection.

134

12.11

I can analyze and interpret line plots to solve problems involving addition and subtraction. can create a line plot to display data in fraction units.

135

Assess

Grade 4 MATH-Perimeter and Area

Day 136 137 138 139 140 141 142 143 Unit Intro Standard-Measurement and Data Learner Targets Vocabulary

4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular 13.1 room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown fac 13.2 13.3

Assess 13.4 13.5 Assess

I can apply the formula for a perimeter of a perimeter rectangle to solve real world problems and area formula mathematical problem. (n) I can apply the formula for area of a rectangle to solve real world and mathematical problems. I can solve for the perimeter when there is an unknown factor (n).

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Page 67 of 155

Instruc. Strategies/Resources

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Instruc. Strategies/Resources Lit. selection for each chap. Student Edition Standards practice RTI/Enrichment Dig Deeper Assessment Guide Grab and Go Differentiated Learning Animated Math Model I Tool Mega Destination Math Carmen Sandiego Prof. PD Podcast

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Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego Prof. Dev. Podcast

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Instruc. Strategies/Resources

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Instruc. Strategies/Resources

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Instruc. Strategies/Resources

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Instruc. Strategies/Resources

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Instruc. Strategies/Resources

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Instruc. Strategies/Resources

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Instruc. Strategies/Resources

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Prof. Dev. Podcast

Instruc. Strategies/Resources

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Carmen Sandiego Prof. Dev. Podcast

Instruc. Strategies/Resources

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Instruc. Strategies/Resources

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Page 81 of 155

Grade 5 MATH -Place Value, Multiplication & Expressions

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Unit Intro 1.1 1.2 1.3 1.4 1.5 Assess 1.6 1.7 1.8 1.9 1.10 1.11 1.12 Assess
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Standards-Operations and Algebraic Thinking Number & Operations in Base Ten Write and interpret numerical expressions. 5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Understand the place value system. 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 5.NBT.5. Fluently multiply multi-digit whole numbers using the standard algorithm.

Learner Targets
I can solve and evaluate equations with order of operation including parentheses, brackets and braces. I can write numerical expressions for given numbers with operation words. I can evaluate what is being asked in a expression without having to calculate it. I can explain that each place value digit is 10X more than the one after it and 1/10 of the one before it. I can represent power of ten using whole number exponents. I can fluently translate between power of ten, whole number exponent, expanded form and standard form. I can explain the patterns in the number of zeros of the product and multiplying a number by powers of 10. I can explain the relationship of the placement of the decimal point when a decimal is multiplied or divided by a power of 10. I can fluently multiply multi-digit whole numbers.

Vocabulary Parentheses Bracket Brace Decimal Point power of 10 exponent expanded form standard form

Instruc. Strategies/Resources

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Grade 5 MATH-Divide Whole Numbers

Day 16 17 18 19 20 21 22 23 24 25 26 27 Unit Intro Standards- Number& Operations In Base Ten Learner Targets I can divide whole number quotients with up to four-digit dividend and two digit divisor. I can use strategies based on operation and the relationship between multiplication and division to solve division problems. I can illustrate and explain division calculations by using equations, rectangular arrays and area models. Vocabulary quotient dividend divisor rectangular array area model Instruc. Strategies/Resources

5.NBT.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the 2.1 properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular 2.2 arrays, and/or area models 2.3 2.4

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Assess 2.5 2.6 2.7 2.8 2.9 Assess

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Grade 5 MATH -Add & Subtract Decimals

Day 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Unit Intro Standards- Number & Operations in Base Ten Learner Targets I can read, write decimals to the thousandths using base ten numerals, number names and expanded form. I can compare decimals to the thousanths place using <,>,=. I can round decimals to any place. Vocabulary base ten numeral number name expanded form greater than less than equal to round tenths hundreths thousanths Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego Prof. Dev. Podcast

5.NBT.3. Read, write, and compare decimals to thousandths. (A)Read and write decimals to thousandths using base-ten numerals, number 3.1 names, and expanded form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 3.2 (1/10) + 9 (1/100) + 2 (1/1000). (B)Compare two decimals to thousandths based on meanings of the digits in 3.3 each place, using >, =, and < symbols to record the results of comparisons. 5.NBT.4. Use place value understanding to round decimals to any place. 3.4 3.5 3.6

Assess 3.7 3.8 3.9 3.1 3.11 3.12 Assess

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Grade 5 MATH-Multiply Decimals

Day 43 44 45 46 47 48 49 50 51 52 53 Unit Intro Standards-Number & Operations in Base Ten Learner Targets Vocabulary Instruc. Strategies/Resources

5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties 4.1 of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 4.2 4.3 4.4 4.5

I can add, subtract, multiply and concrete divide decimals to the thousanths. model place I can use use concrete models, value drawings and strategies based on place value,properties of operation and the relationship between addition and subtraction to add, subtract, multiply and divide decimals. I can explain how I solved a decimal calculation.

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Assess 4.6 4.7 4.8 Assess

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Grade 5 MATH-Divide Decimals

Day 54 55 56 57 58 59 60 61 62 63 64 Unit Intro Standards-Number & Operations in Base Ten Learner Targets Vocabulary Instruc. Strategies/Resources

5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties 5.1 of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 5.2 5.3 5.4

Assess 5.5 5.6 5.7 5.8 Assess

I can add, subtract, multiply and concrete divide decimals to the thousanths. model place I can use use concrete models, value drawings and strategies based on place value,properties of operation and the relationship between addition and subtraction to add, subtract, multiply and divide decimals. I can explain how I solved a decimal calculation.

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Grade 5 MATH-Add/Subtract w/unlike Denominators

Day 65 66 67 68 69 70 71 72 73 Unit Intro 6.1 6.2 6.3 6.4 6.5 Assess 6.6 6.7 Standards- Number and Operation-Fractions Use equivalent fractions as a strategy to add and subtract fractions. 5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. Learner Targets I can generate equivalent fractions to find a like denominator. I can solve addition and subtraction problems involving fractions including mixed numbers with like and unlike denominators using eqiuvilant fraction strategy. I can solve word problems involving addition and subtraction of fractions with like unlike denominators referring to the same whole by using visual fraction model or equations to represent the problem. I can evaluate the reasonableness of my answer using fractional number sense, by comparing it to a benchmark fraction. Vocabulary equivalent fraction denominato unlike denominator mixed number equivalent fraction strategy visual fraction model
reasonableness

Instruc. Strategies/Resources

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benchmark Grab and Go Diff. Learning fraction Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego

74 75

6.8. 6.9

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76 77

6.10 Assess

Prof. Dev. Podcast

Grade 5 MATH-Multiply Fractions

Day 78 79 80 81 82 83 84 85 86 87 88 Unit Intro 7.1 7.2 7.3 7.4 7.5 7.6 Assess 7.7 7.8 7.9

Standards- Number and Operation-Fractions 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. (A) Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. Do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.) (B) Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 5.NF.5. Interpret multiplication as scaling (resizing), by: (A) Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. (B) Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by 1. 5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem

Learner Targets
I can multiply fractions by whole numbers. I can multiply fractions by fractions. I can interpret the product of a fraction as the total number of parts of the whole. I can determine the sequence of operations that result in the total parts of a whole. I can find the area of a rectangle with fractional side length using different strategies. I can represent fraction products as a rectangular area. I can compare the size of one factor to another factor without performing multiplication. I can understand that when I multiply a fraction by a fraction the product will be smaller than the given number. I can understand that when I multiply a fraction by one the product will be equivilant. I can understand that when I multiply a fraction greater than one the product will be greater than the given number. I can solve real world Page 88 of 155 problems involving multiplication of fractions and mixed number.

Vocabulary sequence

Instruc. Strategies/Resources

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego

mixed numbers, e.g., by using visual fraction models or equations to represent the problem 89 90 7.10 Assess

equivilant. I can understand that when I multiply a fraction greater than one the product will be greater than the given number. I can solve real world problems involving multiplication of fractions and mixed number.

Prof. Dev. Podcast

Grade 5 Math-Divide Fractions

Day 91 92 93 94 95 96 97 98 Unit Intro 8.1 8.2 8.3 Assess 8.4 8.5 Assess Standards- Number and Operation-Fractions 5.NF.3. Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 (A) Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3. (B) Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 (1/5) = 4. (C) Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, Page 89 of 155 how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Learner Targets I can interpret a fraction as division of the numerator by the denominator. I can solve word problems involving the division of whole numbers leading to answers in the form of fractions or mixed numbers. I can interpret remainders as a fractional part of the problem. I can tell you the relationship between multiplication and division. I can divide a fraction by a whole number. I can divide a whole number by a fraction. I can solve real world problems involving dividing a fraction by a whole number. I can divide fractions and justify my answers by using the relationship between multiplication and division, creating story problems, Vocabulary quotient Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Instruc. Strategies/Resources

4. (C) Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

whole number. I can divide fractions and justify my answers by using the relationship between multiplication and division, creating story problems, visual fraction models and equations.

Carmen Sandiego Prof. Dev. Podcast

Grade 5 MATH-Algebra:Patterns and Graphing

Day 99 100 101 102 103 104 105 106 107 108 Unit Intro 9.1 9.2 9.3 9.4 Assess 9.5 9.6 9.7 Assess Standards-Measurement and Data Operations&Alg. Thinking Geometry Learner Targets I can generate two numerical patterns using two given rules. I can form ordered pairs consisting of corresponding terms for the two patterns. I can graph ordered pairs on a coordinate plane. I can explain the relationship between the ordered pairs and the numerical patterns. I can identify benchmark fractions1/2, 1/4, 1/8. I can make a line plot to display a data set of measurements. I can solve problems involving information presented in line plots whicch use fractions of a unit by adding, sutracting, multiplying and dividing fractions. I can show you the x axis/ y axis and origin and tell you how you plot a ordered pair on a coordinate system. I can solve real world problems and Vocabulary Instruc. Strategies/Resources

5.OA.3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 5.MD.2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Page 90 of 155 5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of

numerical patterns rules Lit. Selection for each Chapter ordered pairs Student Edition corresponding Math Journal terms graph Standards Practice coordinate system plane quadrant xaxis y-axis origin plot RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego

how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

dividing fractions. I can show you the x axis/ y axis and origin and tell you how you plot a ordered pair on a coordinate system. I can solve real world problems and mathematical problems by graphing points in the first quadrant.

Prof. Dev. Podcast

Grade 5 MATH-Convert Units of Measurement

Day 109 110 111 112 113 114 115 116 117 Unit Intro Standards-Measurement and Data Learner Targets Vocabulary Instruc. Strategies/Resources

Convert like measurement units within a given measurement system. 5.MD.1. Convert among different-sized standard measurement units within a 10.1 given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 5. MD.5. Relate volume to the operations of multiplication and addition and 10.2 solve real world and mathematical problems involving volume. (B)Apply the formulas V = l w h and V = b h for rectangular prisms to 10.3 find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. 10.4

Assess 10.5 10.6 10.7

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I can recognize units in the same convert system of measurement. systems of Lit. Selection for each Chapter I can divide and multiply to convert measurement Student Edition units within the same system. right Math Journal I can solve multi-step, real world rectangular Standards Practice that involve converting units. prism volume I can find the volume of a right formula area RTI/Enrichment rectangular prism and understand of base B B stands for area of base. Dig Deeper Lesson I can apply the formula Big Idea Project V=LxWxH/V=area of base x H Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success

118

Assess

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Grade 5 MATH-Geometry and Volume

Day 119 120 121 122 123 124 125 126 127 128 129 Unit Intro 11.1 11.2 11.3 11.4 11.5 Assess 11.6 11.7 11.8 11.9 Standard-Measurement and Data Geometry Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (A) A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume. (B)A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 5.MD.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 5.MD.5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. (A)Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. (C)Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so Page 92 of 155 all squares have four right angles. Learner Targets Vocabulary Instruc. Strategies/Resources
I can recognize volume is the volume solid measurement of space inside a solid three three dimensional figure. I dimensional can recognize a unit cube has 1 cubic cune cubic unit of volume and is used to measure 3unit gap d shapes. I can overlap recognize a solid figure which can be centimeter packed without gaps or overlaps can be feet inches filled with cubes to find its volume. I can measure volume by counting unit improvised cubes, cubic cm, cubic in., cubic ft and improvised units. I can identify a right rectangular prism. I can multiply the three dimensions in order to calculate volume. I can develop a volume formula for a rectangular prism. I can compare the volume formula by filling a rectangular prism with cubes. I can recognize volume as additive. I can solve real world problems by decomposing a figure into two nonoverlapping right rectangular prisms and adding their volume. I recognize some two dimensional shapes can be classified more than one way based on attributes. I can

Lit. Selection for each Chapter Student Edition Math Journal Standards Practice RTI/Enrichment Dig Deeper Lesson Big Idea Project Assessment Guide Grab and Go Diff. Learning Animated Math Model I Tool Mega Math Soar to Success Destination Math Carmen Sandiego

130 131 132

(C)Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 5.G.3. Understand that attributes belonging to a category of two-dimensional 11.10 figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares 11.11 have four right angles. 5.G.4. Classify two-dimensional figures in a hierarchy based on properties 11.12

I can recognize volume as additive. I can solve real world problems by decomposing a figure into two nonoverlapping right rectangular prisms and adding their volume. I recognize some two dimensional shapes can be classified more than one way based on attributes. I can analyze 2-D shapes in order to place in hierarchy. I can classify 2-D shapes into categories and subcategories.

Prof. Dev. Podcast

133

Assess

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Grade 5 Mathematical Goals

I can
Unit Operations andAlgebraic Thinking

5.OA.1 5.OA.2

5.OA.3

I can solve and evaluate equations with order of operation including parentheses, brackets and braces. I can write numerical expressions for given numbers with operation words. I can evaluate what is being asked in a expression without having to calculate it. I can make numerical patterns using two given rules. I can form ordered pairs from numerical patterns and graph them on a coordinate plane. Number and Operations in Base Ten I can explain that the numbers in a multidigit number go up 10 times as they go to the right and down 1/10 as you go left. I can explain that each place value digit is 10X more than the one after it and 1/10 of the one before it. I can represent power of ten using whole number exponents.

5.NBT.1 5.NBT.2

I can fluently translate between power of ten, whole number exponent, expanded form and standard form. 5.NBT.3a I can read, write and compare decimals to thousanths using base ten numerals, number names and expanded form. 5.NBT.3b I can compare two decimals to thousanths using <,>,=. 3.NBT.4 I can round decimals to any place. 3.NBT.5 I can fluently multiply multi-digit whole numbers. 5.NBT.6 I can divide whole number quotients with up to four-digit dividend and two digit divisor. I can use strategies based on operation and the relationship between multiplication and division to solve division problems. I can illustrate and explain division calculations by using equations, rectangular arrays and area models. I can add, subtract, multiply and divide decimals to the thousanths. I can explain how I solved a decimal calculation. Number and Operations-Fractions I can generate equivalent fractions to find a like denominator. I can solve addition and subtraction problems involving fractions including mixed numbers with like and unlike denominators using an eqiuvilant fraction strategy.

5.NBT.7

Unit 5.NF.1

5.NF.2

I can solve word problems involving addition and subtraction of fractions with like unlike denominators referring to the same whole.

Grade 5 Mathematical Goals

I can
Unit Number and Operations-Fractions I can evaluate the reasonableness of my answer using fractional number sense, by comparing it to a benchmark fraction. 5.NF.3 I can interpret a fraction as division of the numerator by the denominator. I can solve word problems involving the division of whole numbers leading to answers in the form of fractions or mixed numbers.

Unit

I can interpret remainders as a fractional part of the problem. 5.NF.4a I can multiply fractions by whole numbers. I can multiply fractions by fractions. I can interpret the product of a fraction as the total number of parts determine the sequence of operations that result in the total I can of the whole. 5.NF.4b parts find the area of a rectangle with fractional side length using I can of a whole. 5.NF.5a different strategies I can represent fraction products as a rectangular area. I can compare the size of one factor to another factor without performing multiplication. I can understand that when I multiply a fraction by a fraction the product will be smaller than the given number. I can understand that when I multiply a fraction by one the product will be equivilant. 5.NF.5b I can understand that when I multiply a fraction greater than one the product will be greater than the given number. 5.NF.6 I can solve real world problems involving multiplication of fractions and mixed number. 5.NF.7abc I can divide fractions by whole numbers/whole numbers by fractions and justify my answers by using the relationship between multiplication and division, creating story problems, visual fraction models and equations. Geometry 5.G.1 I can show you the x axis/ y axis and origin and tell you how you plot a ordered pair on a coordinate system. 5.G.2 I can solve real world problems and mathematical problems by graphing points in the first quadrant. 5.G.3 I recognize some two dimensional shapes can be classified more than one way based on attributes. 5.G.4 I can classify 2-D shapes into categories and subcategories. I can analyze 2-D shapes in order to place in hierarchy.

Grade 5 Mathematical Goals

I can
Unit 5.MD.1 5.MD.2 Measurement and Data I can divide and multiply to convert units within the same system. I can identify benchmark fractions- 1/2, 1/4, 1/8. I can make a line plot to display a data set of measurements. I can solve problems involving information presented in line plots whicch use fractions of a unit by adding, sutracting, multiplying and dividing fractions. I can recognize volume is the measurement of space inside a solid three dimensional figure. I can recognize a unit cube has 1 cubic unit of volume and is used to measure 3-d shapes. I can recognize a solid figure which can be packed without gaps or overlaps can be filled with cubes to find its volume. I can measure volume by counting unit cubes, cubic cm, cubic in., cubic ft and improvised units. I can identify a right rectangular prism. I can multiply the three dimensions in order to calculate volume. I can develop a volume formula for a rectangular prism. I can compare the volume formula by filling a rectangular prism with cubes. I can find the volume of a right rectangular prism and understand B stands for area of base. I can apply the formula V=LxWxH/V=area of base x H. I can recognize volume as additive. I can recognize volume as additive. I can solve real world problems by decomposing a figure into two non-overlapping right rectangular prisms and adding their volume.

5.MD.3a

5.MD.3b 5.MD.4 5.MD.5a

5.MD.5b

5.MD.5c

Grade 1 MATH -Addition Concepts

Day 1 2 3 4 5 6 7 8 9 10 11 Unit Intro 1.1 1.2 1.3 1.4 Assess 1.5 1.6 1.7 1.8 Assess Standards-Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Work with addition and subtraction equations. 1.OA.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ 3, 6 + 6 = _.

Learner Targets

Vocabulary

I can solve word problems using addition plus addend with unknown numbers. sum I can use a symbol to represent an unknown unknown number. I solve add can determine what strategy I need to use to take to solve a problem. I from put can explain and apply the properties of together additon. I can add fluently within compare 10. I can use strategies to add to 20. equal I can explain and use an equal sign to solve equation true or false equations. I can solve an addition problem when the unknown number is in all positions.

Page 97 of 155

Grade 1 MATH-Subtraction Concepts

Day 12 13 14 15 16 17 18 19 20 21 22 Unit Intro 2.1 2.2 2.3 2.4 2.5 2.6 Assess 2.7 2.6 2.9 Standards-Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1.OA.4.Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ 3, 6 + 6 = _. Page 98 of 155 Learner Targets I can solve word problems using subtraction with unknown numbers. I can use a symbol to represent an unknown number. I can determine what strategy I need to use to solve a problem. I can explain and apply the properties of subtraction. I can find the missing addend by using subtraction. I can subtract fluently within 10. I can use strategies to subtract within 20. I can explain and use an equal sign to solve true or false equations. I can solve an subtraction problem when the unknown number is in all positions. Vocabulary take away difference minus sign addend

23

equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown Assess number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ 3, 6 + 6 = _.

Grade 1 MATH -Addition Strategies

Day 24 25 24 25 26 27 28 29 30 31 32 33 34 35 36 Unit Intro 3.1 3.2 3.3 3.4 3.5 3.6 3.6 Assess 3.7 3.8 3.9 3.10 3.11 3.12 Standards-Operation and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Add and subtract within 20. 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = Page 99 of 155 _ 3, 6 + 6 = _. Learner Targets Vocabulary

I can solve word problems using addition plus addend with unknown numbers. sum I can use a symbol to represent an unknown unknown number. I solve add can determine what strategy I need to use to take to solve a problem. I from put can explain and apply the properties of together additon. I can count on and count compare back to solve addition problems. equal I can add fluently within 10. I can use equation strategies to add to 20. I can explain and use an equal sign to solve true or false equations. I can solve an addition problem when the unknown number is in all positions.

37

equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1.OA.8. Determine the unknown whole number in an addition or subtraction Assess equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ 3, 6 + 6 = _.

Grade 1 MATH-Subtraction Strategies

Day 38 39 40 41 42 43 44 45 46 Unit Intro 4.1 4.2 4.3 Assess 4.4 4.5 4.6 Assess Standards-Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Add and subtract within 20. 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown Page 100 of 155 number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ 3, 6 + 6 = _. Learner Targets I can solve word problems using subtraction with unknown numbers. I can use a symbol to represent an unknown number. I can determine what strategy I need to use to solve a problem. I can explain and apply the properties of subtraction. I can find the missing addend by using subtraction. I can subtract fluently within 10. I can count on and count back to solve subtraction problems. I can use strategies to subtract within 20. I can explain and use an equal sign to solve true or false equations. I can solve an subtraction problem when the unknown number is in all positions. Vocabulary take away difference minus sign addend

13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ 3, 6 + 6 = _.

Grade 1 MATH-Addition/Subtraction Relationship

Day 47 48 49 50 51 52 53 54 55 56 57 Unit Intro 5.1 5.2 5.3 5.4 Assess 5.5 5.6 5.7 5.8 5.9 Standards- Operations and Algebra Thinking Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, 1.OA.4.Understand subtraction as an unknown-addend problem 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten decomposing a number leading to a ten using the relationship between addition and subtraction and creating equivalent but easier or known sums Work with addition and subtraction equations. 1.OA.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false 1.OA.8. Determine the unknown whole Learner Targets Vocabulary I can solve word problems using plus addend addition/subtraction with unknown sum numbers. I can use a unknown symbol to represent an unknown number. solve add I can find the missing addend by using to take subtraction. I can explain from put how addition adn subtraction are related. together I can add/subtract fluently within 10. compare I can make fact families. equal I can use strategies to add/subtract within equation 20. I can take away explain and use an equal sign to solve true difference or false equations. I minus addend can solve an addition/subtraction problem when the unknown number is in all positions.

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58 59

Work with addition and subtraction equations. 1.OA.7. Understand the meaning of the equal sign, and determine if equations 5.10 involving addition and subtraction are true or false Assess 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Grade 1 MATH-Count and Model Numbers

Day 60 61 62 63 64 65 66 67 Unit Intro 6.1 6.2 6.3 6.4 6.5 Assess 6.6 Standards-Operations And Algebraic Thinking Numbers and Operations in Base Ten Learner Targets Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Extend the counting sequence. 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: (A)10 can be thought of as a bundle of ten ones called a ten. (B)The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. (C)The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in Page or the range 10-90 (positive or zero differences), using concrete models102 of 155 drawings and strategies based on place value, properties of operations, Vocabulary I can solve word problems using ones tens addition/subtraction with unknown bundles numbers. I can count, write and greater than represent a number up to 120. less than I can start at any number less than 120 and equal to digit count forward. I can explain and represent the tens and ones in a 2-digit number. I can represent numbers in bundles of tens like 20 or 90. I can mentally add or subtract 10 to any two digit number. I can subtract multiples of 10 from numbers between 10 and 90.

68

69 70 71

four, five, six, seven, eight, or nine ones. (C)The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the 6.7 number, without having to count; explain the reasoning used. 1.NBT.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or 6.8. drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to 6.9 a written method and explain the reasoning used. 6.10

72

Assess

Grade 1 MATH-Compare Numbers

Day 73 74 75 76 77 78 79 Unit Intro Standards -Number Operation in Base Ten Learner Targets I can compare two-digit numbers using >,<, or =. I can mentally add or subtract 10 to any two digit number. Vocabulary less than more than equal to mental math 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the 7.1 results of comparisons with the symbols >, =, and <. 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to 7.2 count; explain the reasoning used. 7.3 Assess 7.4 7.5

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80

Assess

Grade 1 Math- Two Digit Addition and Subtraction

Day 81 82 83 84 85 86 Unit Intro 8.1 8.2 8.3 8.4 Assess Standards- Operation and Algebraic Thinking Numbers & Operations in Base Ten 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 =13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creatingthe known equivalent 6 + 6 + 1 = 12 + 1 = 13).Use place value understanding and properties of operations to add and subtract. 1.NBT.4. Add within 100, including adding a two-digitnumber and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand Page 104 of 155 that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary Learner Targets I can add fluently within 10. I can use strategies to add to 20. I can decompose a number into ones and tens up to 99. I can add a two digit number and a one digit number. I can add a two digit number and a multiple of 10. I can add with the understanding that ones are added to ones and tens are added to tens. I can add numbers when the ones make a ten and have to be carried. I can mentally add or subtract 10 to any two digit number. Vocabulary carry

87 88 89 90 91

1.NBT.4. Add within 100, including adding a two-digitnumber and a one-digit ten and have to be carried. I can number, and adding a two-digit number and a multiple of 10, using concrete mentally add or subtract 10 to any two models or drawings and strategies based on place value, properties of digit number. operations, and/or the relationship between addition and subtraction; relate 8.5 the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and 8.6 sometimes it is necessary to compose a ten. 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the 8.7 number, without having to count; explain the reasoning used. 8.8 Assess

Grade 1 MATH-Measurement
Day 92 93 94 95 96 97 98 Unit Intro 9.1 9.2 9.3 9.4 9.5 Assess Standards-Measurement and Data Measure lengths indirectly and by iterating length units. 1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. 1.MD.3. Tell and write time in hours and half-hours using analog and digital clocks. Learner Targets Vocabulary

I can compare and put in order three length objects by length. compare non I can find the length of an object by using standard the same object end to end. I standard can tell the difference between a analog minute hand and digital clock and know each tell time. hour hand I can tell time using the hour hand and analog clock minute hand to the hour and half hour. digital clock I can tell time on a digital clock to the hour and half hour.

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1.MD.3. Tell and write time in hours and half-hours using analog and digital clocks. 99 100 101 102 103 9.6 9.7 9.8 9.9 Assess

Grade 1 MATH-Represent Data

Day 104 105 106 107 108 109 Unit Intro Standards-Measurement and Data Learner Targets I can organize and represent data in different ways. I can use up to three categories when using data. I can look at data and answer questions about it. Vocabulary tally chart pictograph bar graph compare interpret

Represent and interpret data. 1.MD.4. Organize, represent, and interpret data with up to three categories; 10.1 ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 10.2 10.3 10.4

Assess
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110 111 112 113

10.5 10.6 10.7 Assess

Grade 1 MATH-Three Dimensional Geometry

Day 114 115 116 117 118 Unit Intro Standard-Geometry Learner Targets I can compose and decompose shapes to make new shapes. I can describe the properties of the original and composite shape. I can identify a cube, prism, cone and cylinder. Vocabulary
compose decompose properties composite cube prism cone cylinder

1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes 11.1 (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1 11.2 11.3

Assess

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119 120 121

11.4 11.5 Assess

Grade 1MATH-Two-Dimensional Geometry

Day 122 123 124 125 Unit Intro Standard-Geometry Learner Targets I can identify attributes unique to each shape. I can compare and contrast attributes unique to a shape and an attribute that does not effect the shapes make up like color or size. I can build or draw shapes to show attributes unique to a shape. I can compose and decompose shapes to make new shapes. I can describe the properties of the original and composite shape. I can identify a cube, prism, cone and cylinder. I can partition shapes into two halves or Vocabulary
attribute nonattribute distinquish compare rectangle square trapezoid triangle halfcircle quarter circle 2dimensional partition divide equal halves fourths

Reason with shapes and their attributes. 1.G.1. Distinguish between defining attributes (e.g., triangles are closed and 12.1 three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. 1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, 12.2 triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular 12.3 cylinders) to create a composite shape, and compose new shapes from the composite shape.1 1.G.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, orPage 108 the four of of 155 shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

126 127 128 129 130 131 132 133 134

(cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1 12.4 1.G.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the 12.5 shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Assess 12.6 12.7 12.8 12.9 12.10 Assess

I can build or draw shapes to show attributes unique to a shape. I can compose and decompose shapes to make new shapes. I can describe the properties of the original and composite shape. I can identify a cube, prism, cone and cylinder. I can partition shapes into two halves or four fourths/quarters. I can explain how parts go together to make a whole and that the parts are smaller than the whole.

trapezoid triangle halfcircle quarter circle 2dimensional partition divide equal halves fourths quarters whole

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Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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Prof. Dev. Podcast Destination Math

Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math
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Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast

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i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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Grade 1 Mathematical Goals

I can
Unit Operations and Algebraic Thinking

1.0A.1

1.0A.2 1.0A.3

1.0A.4

I can use a symbol for an unknown number in addition and subtraction. I can solve addition and subtraction word problems up to 20. I can solve for unknowns in all three positions in a problem. I can use objects, drawings and equations to help solve problems. I can add three numbers whose sum is less or equal to 20. I can apply strategies such as 8+3=11 and 3+8=11. (Commutative Property) I can apply strategies such as adding two of three numbers first then adding the third number. (Associative Property ) I can solve subtraction problems by finding the missing addend. I can tell you how subtraction and addition are related. I can count forward or backwards to add or subtract. I can add fluently within 10. I can subtract fluently within 10. I can compare values and determine if they are equal.

1.0A.5 1.0A.6 1.0A.7 1.0A.8 I can find the missing value to make an equation true. I can recognize part, part, whole relationship in a problem with three numbers.

I can
Unit 1.NBT.1 1.NBT.2a 1.NBT.2b 1.NBT.2c 1.NBT.3 1.NBT.4

Grade 1 Mathematical Goals

1 2 3 4 5 6

1.NBT.5 1.NBT.6

Number and Operation in Base Ten I can read and write my numbers to 120. I can make 10 ones into a bundle of ten. I can tell you what place value a number has between 11-19. I can tell you how many tens and ones are in 10, 20, 30, 40, 50, 60, 70, 80, and 90. I can compare two digit numbers by ones and tens as >,<, =. I can add a one digit and two digit within 100. I can add a multiple of 10 to a 2-digit number. I can compose and decompose a ten when I add and subtract. I can mentally add or subtract 10 from a 2-digit number. I can subtract 2-digit multiples from 2 digit multiples.

Unit 1.MD.1

1.MD.2 1.MD.3

1.MD.4

Measurement and Data I can put three objects in order by length. I can compare object lengths and tell you if they are greater, less or equal to another. I can measure by laying same size objects end to end and counting them. I can tell and write time in hours and half hour using analog and digital clocks. I can show you the minute hand and hour hand. I can organize data in three categories. I can represent my data with up to three categories. I can ask and answer questions about data.

Unit 1.G.1

Geometry I can tell what attributes are important to making a certain shape what they are. I can tell you why color, size or orientation don't change a shape being a certain shape.

I can build shapes with certain important attributes.

Unit 1.G.2

Geometry I can compose and decompose two-dimesnional shapes (rectangle, square, trapezoid, half-circle, quarter-circle)to create a composite shape and compose new shapes.. I can compose and decompose three dimensional shapes (cubes, prisms, cones, cylinders) to create a composite shape and compose new shapes. I can identify when shares are equal. I can identify two and four equal shares. I can decribe equal shares as halves, fourths, quarters, half of, and quarter of. I can decribe a whole as two of two or four of four equal shares. I can explain how dividing a circle or rectangle into more equal shares makes the pieces smaller.

1.G.3

KINDERGARTEN MATH -Represent, Count, WriteNumbers 0-5

Day 1 2 3 4 5 6 7 8 9 10 11 12 Unit Intro 1.1 1.2 1.3 1.4 Assess 1.5 1.6 1.7 1.8 1.9 1.10 Standards-Counting and Cardinality
K.CC.1. Count to 100 by ones and by 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). 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 object with one and only one number name and each number name with one and only one object. K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c Understand that each successive number name refers to a quantity that is one larger. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects.

Learner Targets I can count out loud to 100 starting at 1. I can count to 100 by 10's. I can make sets and repesent them with a number. I can count objects and know the last number tells the number in the set. I can count a set in different arrangements and recognize the number of objects is the same. I can understand that when I count in order the number get larger by one. I can put things in order first-fifth.

Vocabulary How Many? Order first second third fourth fifth

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13

Assess

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KINDERGARTEN MATH-Comparing Numbers to 5

Day 14 15 16 17 18 19 20 21 Unit Intro 2.1 2.2 2.3 Assess 2.4 2.5 Assess Standards-Counting and Cardinality
K.CC.1. Count to 100 by ones and by 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). 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 object with one and only one number name and each number name with one and only one object. K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c Understand that each successive number name refers to a quantity that is one larger. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 K.CC.7. Compare two numbers between 1 and 10 presented as written numerals

Learner Targets

Vocabulary

I can count out loud to 100 starting at 1. Same/Equal I can count to 100 by 10's. I can make sets Greater Than and repesent them with a number. I Less Than set can match numbers and objects with a number. I can count objects and know the last number tells the number in the set. I can count a set in different arrangements and recognize the the number of objects is the same. I can understand that when I count in order the number get larger by one. I can tell which set has greater, less or equal. I can determine whether a written number is greater, less or equal to another number.

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KINDERGARTEN MATH -Numbers 6 to 9

Day 22 23 24 25 26 27 28 29 30 31 32 33 Unit Intro 3.1 3.2 3.3 3.4 Assess 3.5 3.6 3.7 3.8 3.9 Assess Standards-Counting and Cardinality
K.CC.1. Count to 100 by ones and by 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). 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 object with one and only one number name and each number name with one and only one object. K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c Understand that each successive number name refers to a quantity that is one larger. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 K.CC.7. Compare two numbers between 1 and 10 presented as written numerals

Learner Targets I can count out loud to 100 starting at 1. I can count to 100 by 10's. I can make sets and repesent them with a number. I can match numbers and objects with a number. I can count objects and know the last number tells the number in the set. I can count a set in different arrangements and recognize the the number of objects is the same. I can understand that when I count in order the number get larger by one. I can tell which set has greater, less or equal. I can determine whether a written number is greater, less or equal to another number.

Vocabulary

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KINDERGARTEN MATH-Numbers to 10
Day 33 34 35 36 37 38 39 40 41 42 Unit Intro 4.1 4.2 4.3 4.4 Assess 4.5 4.6 4.7 Assess Standards-Counting and Cardinality
K.CC.1. Count to 100 by ones and by 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). 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 object with one and only one number name and each number name with one and only one object. K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c Understand that each successive number name refers to a quantity that is one larger. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects.

Learner Targets

Vocabulary

I can count out loud to 100 starting at 1. How Many? I can count to 100 by 10's. I can write numbers that represent objects 0-20. I can make sets and repesent them with a number. I can match numbers and objects with a number. I can count objects and know the last number tells the number in the set. I can count a set in different arrangements and recognize the the number of objects is the same. I can understand that when I count in order the number get larger by one. I can tell which set has greater, less or equal. I can determine whether a written number is greater, less or equal to another number.

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KINDERGARTEN MATH-Addition
Day 43 44 45 46 47 48 49 50 51 52 53 54 55
56 57

Unit Intro 5.1 5.2 5.3 5.4 Assess 5.5 5.6 5.7 5.8 5.9 5.10 5.11
5.12 Assess

Standards- Operationa and Algebra Thinking K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.OA.5. Fluently add and subtract within 5

Learner Targets I can add by putting together parts to make a whole. I can use a + ,= signs and the words plus and equals to add. I can add real life story problems. I can represent addition with objects, fingers, drawings, sounds, acting, verbal explanations and equations in multiple ways. I can add word problems and use objects or drawings to show how. I can decompose numbers to show different ways to make a number. (5=2+3 and 5=4+1) and use objects or drawings to show how. I can use number facts or objects to find the number to add to any number 1-9 to make 10. I can add to five without making mistakes,

Vocabulary plus equal word problem decompose put together whole represent equation number facts

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KINDERGARTEN MATH-Subtraction
Day 58 59 60 61 62 63 64 65 66 67 Unit Intro 6.1 6.2 6.3 6.4 Assess 6.5 6.6 6.7 Assess Standards-Operations And Algebraic Thinking K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.OA.5. Fluently add and subtract within 5 Learner Targets Vocabulary I can subtract by taking away from a whole. taking away I can use a -,= signs and the words minus and sign minus = equals to subtract. I can subtract real life story equal subtract problems. I can represent subtract with objects, fingers, drawings, sounds, acting, verbal explanations and equations in multiple ways. I can subtract word problems and use objects or drawings to show how. I can decompose numbers to show different ways to make a number. (5=2+3 and 5=4+1) and use objects or drawings to show how. I can use number facts or objects to find the number to add to any number 1-9 to make 10. I can subtract within five without making mistakes,

Page 132 of 155

KINDERGARTEN MATH-Numbers 11-19

Day 68 69 70 71 72 73 74 75 76 77 78 79 Unit Intro 7.1 7.2 7.3 7.4 7.5 7.6 Assess 7.7 7.8 7.9 7.10 Standards-Counting and Cardinality Number Operation Base Ten
K.CC.1. Count to 100 by ones and by 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). 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 object with one and only one number name and each number name with one and only one object. K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c Understand that each successive number name refers to a quantity that is one larger. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. 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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Learner Targets I can count out loud to 100 starting at 1. I can count to 100 by 10's. I can make sets and repesent them with a number. I can count objects and know the last number tells the number in the set. I can count a set in different arrangements and recognize the the number of objects is the same. I can understand that when I count in order the number get larger by one. I can decompose numbers into 10 and ones.

Vocabulary tens ones

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80

Assess

KINDERGARTEN MATH- 20 and Beyond

Day 81 82 83 84 85 86 87 88 89 90 91 Unit Intro 8.1 8.2 8.3 8.4 Assess 8.5 8.6 8.7 8.8 Assess
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Standards- Counting and Cardinality

K.CC.1. Count to 100 by ones and by 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). 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 object with one and only one number name and each number name with one and only one object. K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c Understand that each successive number name refers to a quantity that is one larger. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

Learner Targets I can count out loud to 100 starting at 1. I can count to 100 by 10's. I can make sets and repesent them with a number. I can match numbers and objects with a number. I can count objects and know the last number tells the number in the set. I can count a set in different arrangements and recognize the the number of objects is the same. I can understand that when I count in order the number get larger by one. I can tell which set has greater, less or equal. I can determine whether a written number is greater, less or equal to another number.

Vocabulary

KINDERGARTEN MATH-2 Dimensional Shapes

Day 92 93 94 95 96 97 98 99 100 101 102 103 Unit Intro 9.1 9.2 9.3 9.4 9.5 9.6 Assess 9.7 9.8 9.9 9.10 Standards-Geometry Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 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.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 triangles with full sides touching to make a rectangle? Learner Targets I can find shapes in the world around me. I can identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres. I can identify a shape no matter if it is big or small or turned different ways. I can identify 2 and three dimensional shapes (flat and solid). I can count the number of sides and vertices/corners. I can identify special things about each shape. I can find things that are alike and different with 2 and 3 dimensional shapes. I can put shapes together to make new shapes or bigger shapes. Vocabulary squares circle rectangle hexagon cube cone cylinder sphere flat solid 3 dimensional 2 dimensional

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104
105 106

9.11
9.12 Assess

KINDERGARTEN MATH-3D Shapes

Day 107 108 109 110 111 112 113 114 115 116 117 Unit Intro 10.1 10.2 circles, triangles, rectangles, hexagons, 10.3 10.4 10.5 Assess 10.6 10.7 10.8 10.9
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 Identify and describe shapes (squares,

Standards-Geometry

Learner Targets I can describe where an object is by using position words. I can find shapes in the world around me. I can identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres. I can identify a shape no matter if it is big or small or turned different ways. I can identify 2 and three dimensional shapes (flat and solid). I can count the number of sides and vertices/corners. I can identify special things about each shape. I can find things that are alike and different with 2 and 3 dimensional shapes. I can put shapes together to make new shapes or bigger shapes.

Vocabulary above below beside in front of behind next to squares circle rectangle hexagon cube cone cylinder sphere flat solid 3 dimensional 2 dimensional

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118

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 Assess (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 wo triangles with full sides touching to make a rectangle?

KINDERGARTEN MATH-Measurement
Day 119 120 121 122 123 124 125 126 Unit Intro 11.1 11.2 11.3 Assess 11.4 11.5 Assess Standards-Measurement and Data Describe and compare measurable attributes. K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Learner Targets I can tell the length and weight of objects. I can describe an object using measurement words. I can compare two objects and tell you which has more or less using measurement words. Vocabulary width height length weight more less taller shorter heavier lighter smaller larger

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KINDERGARTEN MATH-Classifying & Data

Day 127 128 129 130 131 132 133 134 135 Unit Intro Standards-Measurement and Data Learner Targets I can sort objects by different attributes. I can sort by shape and color. I can sort by measurement words. can tell you what classify means. Vocabulary sort classify category attribute

Classify objects and count the number of objects in 12.1 each category. K.MD.3. Classify objects into given categories; count the numbers of 12.2 objects in each category and sort the categories by count.1 12.3

Assess 12.4 12.5 12.6 Assess

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Instruc. Strategies/Resources Lit. Selection for each Chapter Student Edition Standards Practice RTI/Enrichment Pages Dig Deeper Lesson Assessment Guide Math Journals Grab and Go Differentiated Learning Animated Math Models i Tool Big Idea Project Mega Math Soar to Success Prof. Dev. Podcast Destination Math

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Grade K Mathematical Goals

I can
Unit 1,2,3,4 K.CC.1 KCC.2 K.CC.3 K.CC.4a KCC.4b K.CC.4c K.CC.5 Counting and Cardinality I can count to 100 I can count to 100 by 10's I can count forward beginning at a number besides one I can write my numbers 0-5/0-10/0-20 I can pair a number name and the correct amount of objects I can tell you that the last number counted is the number of objects I can tell you that when numbers are in order the next number is always one more I can answer "How many" questions by counting I can count up to 20 when obects are in a line, cirle or rectangular array I can count up to 10 when objects are scattered I can count out an amount of objects from 1-20 I can determine if one group is greater than, less than or equal to another group up to 10 objects. I can determine if a written number is greater than, less than or equal to another written number Operations and Algebraic Thinking I can put together parts to add. I can take away from the whole to subtract. I can use +,-,= to add and subtract. I can model an addition/subtraction problem from a real-life story. I can add and subtract to 10 I can show you how to make a number in more than one way by using pairs 5+4+1, 5+2+3 I can add to any number between 1-9 to make 10. I can fluently add and subtract to 5.

K.CC.6 K.CC.7

Unit K.OA.1

K.OA.2 K.OA.3 K.OA.4 K.OA.5 Unit

Number Operations Base Ten K.NBT.1 I can compose and decompose numbers between 11-19 into ones and tens.

Grade K Mathematical Goals

I can
Unit K.MD.1 K.MD.2 Measurement and Data I can describe an object by telling you about its length, weight, width, height. I can compare two objects to see if one object has more or less of an attribute. I know the meaning of more/less, taller/shorter and other comparing words. I can classify objects into categories by attributes. I can sort objects that I classify by numbers up to 10.
Geometry

K.MD.3

Unit

K.G.1 K.G.2 K.G.3 K.G.4

I can describe objects in my environment by position. I can name shapes no matter how big or small or how they are turned. I can identify shapes as 2-D (flat) or 3-D (solid). I can analyze and compare shapes by counting sides, vertices/corners and other shape attributes like having sides of equal legnth. I can recognize and identify (square, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, spheres) in the real world. I can analyze a real world objects attribute to name its shape. I can model shapes in the world by building the shapes from sticks, clay, and other materials or I can draw the shape. I can compose larger shapes from simpler shapes.

K.G.5

K.G.6