Perform operations with multi-digit whole numbers and with ... Web viewCompose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings,

RSU 13 Hillman Document April 5th, 2013

Page 1

RSU 13 Math Graduation Standards-Kindergarten 2014-2015

Kindergarten What to teachNumbers and Quantity

Understand the Place Value System

Know number names and count sequence. Count to 100 by ones and by tens (CC.A.1). Count forward beginning from a given number within the known

sequence (instead of having to begin at 1) (CC.A.2). 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) (CC.A.3).

Count to tell the number of objects. Understand the relationship between numbers and quantities;

connect counting to cardinality (CC.B.4). 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 1-20, count out that many objects (CC.B.5).

Compare numbers. 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 (CC.C.6). (Include groups with up to ten objects.)

Compare two numbers between 1 and 10 presented as written numerals (CC.C.7).

Work with number 11-19 to gain foundations for place value. 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 (NBT.A.1).

Rote counting by ones

(eventually to 100). Counting

on from a number other

than one. Counting on to 100 by ones or

tens

Write numbers from

0-20 and represent a number of

objects with that number. Compose and decompose

from 11 to 19 into tens and

ones.

Identify number of objects as

greater than, less than or

equal from 1-10

Understand the

relationship between

numbers and quantities

EVERYDAY MATH

1.3, 1.12, 2.6, 2.9, 2.10, 2.14,

4.2, 4.6, 5.5, 6.7, 6.14, 7.2,

7.7 2.12, 3.16, 7.8

1.6, 1.11, 1.12, 1.14, 1.16, 2.7, 2.8, 2.12, 3.1, 3.3, 3.5, 3.9, 4.12, 4.16,

7.10, 8.6, 8.9, 8.15

1.3, 1.5, 1.6, 1.11, 1.12,

1.14, 1.16, 2.6, 2.7, 2.8, 2.9,

2.11, 2.12, 3.3, 3.5, 3.9, 3.13, 3.16, 4.6, 4.7, 4.12, 5.1, 5.8, 6.11, 7.2, 7.5

Page 2


INVESTIGATIONS

U1:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.5,

3.6, 3.7U2:

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9,

1.10, 2.1, 2.5, 2.6, 2.7, 2.8,

2.9, 2.10, 2.11, 2.13U4:

1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.7,

4.2U6:

1.1, 1.3A, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1,

4.5U7:

1.1, 1.4, 3.1, 3.4

U1:3.2, 3.3, 3.5,

3.6U2:

1.2, 1.3, 1.4, 1.5, 1.6, 1.8,

1.9, 1.10, 2.1, 2.6, 2.8, 2.9,

2.10, 2.11U4:

1.2, 1.3, 1.4, 2.1, 2.3, 2.4, 2.5, 3.2, 3.3,

3.4, 4.4U6:

3.1, 3.2, 3.3, 3.5, 3.7

U2:2.5, 2.6, 2.7,

2.8, 2.9, 2.10, 2.11, 2.12,

2.13U4:

1.4, 3.2, 3.3, 3.4, 3.5, 3.6,

3.7U6:

3.2, 3.3, 3.4

U1:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.5, 3.6

U2:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9,

1.10, 2.1, 2.5, 2.6, 2.7

Page 3


Algebra

Understand and apply properties of operations and the relationship between addition, subtraction, multiplication and division

**addition to the Maine Graduation Standards**

Understand addition, and understand subtraction Represent addition and subtraction with objects, fingers, mental

images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (OA.A.1)

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (OA.A.2)

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). (OA.A.3)

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. (OA.A.4)

Fluently add and subtract within 5.(OA.A.5)

Fluently add and subtract

within 5

For any number from

1 to 9, find the number that

makes 10

Decompose numbers less than or equal

to 10

Represent addition and subtraction concretely

EVERYDAY MATH3.8, 4.8, 5.4,

7.6, 7.121.16, 3.13, 7.12, 8.9

1.5, 4.8, 7.16, 8.9

2.14, 3.8, 3.13, 4.1, 4.4, 4.8,

4.11, 4.15, 6.9, 7.3, 7.6, 7.12, 7.16, 8.4, 8.9,

8.10, 8.13, 8.14

INVESTIGATIONS

U4:2.1, 2.2, 2.3, 2.4, 2.5, 3.2, 3.3, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5A1, 5A5

U4:4.3, 4.4, 4.9

U6:1.3, 1.4, 1.5,

1.6, 1.7

U6:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 4.1, 4.2, 4.3, 4.4, 4.5,

4.6, 5A2, 5A4, 5A5

U4:2.2, 2.3, 2.4, 2.5, 3.1, 3.2,

3.3U6:

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5

Page 4


GeometryIdentify and describe shapes

Identify and describe shapes. Describe objects in the environment using names of shapes, and

describe the relative positions of these objects (G.A.1). Correctly name shapes regardless of their orientation or size (G.A.2). Identify shapes as two-dimensional (G.A.3)

Describe objects in the environment using names of shapes and terms such as above, below, beside, in front of, behind and next to

Identify shapes as 2d/3d

Correctly name shapes regardless of orientation

EVERYDAY MATH1.15, 2.1, 2.3, 6.3, 6.6,

8.32.1, 2.2, 4.9, 4.10, 6.3,

6.6, 7.4

1.2, 1.15, 2.1, 2.2, 4.3, 4.9, 4.10,

4.13, 5.3, 6.3, 6.6, 7.4, 8.3

INVESTIGATIONS

U1:1.1, 1.6, 2.2, 2.3, 2.4,

3.4U3:1.2U5:

1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 3.1, 3.3

U5:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8

U1: 2.4, 3.4

U5:1.2, 1.3, 1.4, 1.5

Analyze, compare, create and compose shapes

Analyze, compare, create, and compose shapes. Analyze and compare 2 and 3 d shapes, in different sizes and

orientations using informal language to describe their similarities, differences, parts and other attributes (G.B.4).

Model shapes in the world by building shapes from components (G.B.5).

Compose simple shapes to form larger shapes (G.B.6).

Model shapes in the world by building and drawing shapes

Use simple shapes to form larger shapes

Analyze and compare 2d/3d shapes

EVERYDAY MATH 4.3, 4.9, 6.3, 7.4 1.2, 1.15, 4.3, 7.4, 8.31.2, 2.1, 2.2, 4.9, 4.10, 6.3, 6.6, 7.4

INVESTIGATIONS

U5:1.2, 1.3, 1.4, 1.5, 1.6,

2.1, 2.5, 3.4, 3.7

U5:2.2, 2.3, 2.4, 2.5, 2.6,

3.6, 3.7

U5:1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5,

3.6

Page 5


Statistics and ProbabilityMeasure, compare and estimate lengths in length units and standard units

Describe and compare measurable attributes. Describe measurable attributes of objects, such as length or weight.

Describe several measurable attributes of a single object (MD.A.1). Directly compare two objects with a measureable attribute in

common, to see which has "more of"/"less of" (MD.A.2).

Describe several measurable attributes of an object such as length and width

Directly compare two objects to see which object has "more of"/"less of" the attribute and describe the difference.

EVERYDAY MATH 1.13, 4.13, 5.6, 5.7, 5.11, 5.14,

6.3, 8.151.1, 1.13, 3.4, 3.7, 3.12, 5.7, 5.11,

8.15

INVESTIGATIONS

U2:2.2, 2.3, 2.4, 2.6

U4:1.1, 1.2, 1.3, 1.4, 1.5, 1.6A,

1.6B, 1.6CU6:

2.3, 2.4, 2.5, 2.6

U2:2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.10,

2.11, 2.13, 2.14

Page 6


Represent and interpret data Classify objects and count the number of objects in each category.

Classify objects into given categories, count the number of objects in each category and sort (MD.B.3)

Classify objects into given categories

Compare a measurable attribute to two objects

Sort objects in a group

EVERYDAY MATH1.6, 1.8, 2.1, 2.8, 3.14, 4.12, 5.13, 6.5

INVESTIGATIONS

U1:3.1, 3.3, 3.4, 3.5, 3.6,

3.7U2:

1.3, 1.6, 1.9, 2.2, 2.3, 2.5, 2.6, 2.8, 2.11,

2.14U4:

1.3, 1.6B, 2.2, 3.1, 3.5, 4.2, 4.4, 4.6

U5:1.2U6:

1.2, 1.6, 2.3, 3.1, 3.5, 4.2, 4.6

U7:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.6, 3.1, 3.2, 3.3, 3.4,

3.5

U4:1.4, 1.6A, 1.6B,

1.6C

U1:3.1, 3.3, 3.4, 3.5, 3.6,

3.7U2:

1.3, 1.6, 1.9, 2.2, 2.3, 2.5, 2.6, 2.8, 2.11, 2.14

U4:1.3, 1.6B, 2.2, 3.1, 3.5

U5:1.2, 1.6, 2.4, 3.2, 3.6

U6:1.2, 1.6, 2.3, 3.1, 3.5,

4.2, 4.6U7:

1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5

Page 7

RSU 13 Math Graduation Standards-1st Grade 2014-2015

1st Grade What to teachNumbers and Quantity


Extend the counting sequence. 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 (NBT.A.1).

Understand place value. Understand that the two digits of a two-digit number represent

amounts of tens and ones (NBT.B.2). Compare two two-digit numbers based on meanings of the tens and

ones digits, recording the results of comparisons with the symbols >, =, and < (NBT.B.3).

Count to 120 and represent

a number objects with a

written numeral

Understand two digits of a 2-digit number represent tens

and ones

Compare 2 digit based on

meaning of tens and ones

digits using <=>

Understand the equals sign

EVERYDAY MATH

1.1, 1.4, 2.1, 2.2, 2.3, 2.4,

4.10, 5.1

5.1, 5.2, 5.3, 5.5, 6.6, 8.2,

8.3, 10.4 1.6, 5.3, 5.6

INVESTIGATIONS

U8:1.1, 1.3A, 1.4,

2.2U8:

3.3, 3.5

U1:2.7U8:

4A.1, 4A.5U1:4.2

Page 8


Use place value understanding and properties to add and subtract numbers

Use Place value understanding and properties of operations to add and subtract.

Add within 100, including adding a two-digit number 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 that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten (NBT.C.4).

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used (NBT.C.5).

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 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 (NBT.C.6).

Add 2 digit numbers with 1 digit numbers,

within 100

Add two digit numbers with a multiple of 10,

within 100

Add/subtract fluently within10

EVERYDAY MATH2.1, 2.13, 5.5, 5.8, 8.4, 9.2, 9.3, 9.4, 10.3,

10.49.1, 9.2, 9.3, 10.4

INVESTIGATIONS

U3:2.3, 3.1, 3.3, 4.2, 4.8

U6:3.4, 3.5, 3.6, 3.7, 3.8

U8:4A.1, 4A.2, 4A.3,

4A.4, 4A.5

U1: AllU6:

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 3.1, 3.2, 3.3

U8:3.1, 3.2, 3.3, 3.4, 3.5,

3.6

Page 9


AlgebraRepresent and solve problems involving addition, subtraction, multiplication and division

Represent and solve problems involving addition and subtraction. Use addition and subtraction within 20 to solve word problems

(OA.A.1). Solve word problems that call for addition of three whole numbers

whose sum is less than or equal to 20 (OA.A.2)Understand and apply properties of operations and the relationship between addition and subtraction.

Apply properties of operations as strategies to add and subtract (OA.B.3).

Understand subtraction as an unknown-addend problem (OA.B.4).Add and subtract within 20.

Relate counting to addition and subtraction (OA.C.5). Add and subtract within 20 demonstrating fluency for adding and

subtracting within 10 (OA.C.6).

Add/subtract within 20

using strategies

Solve word problems

involving 3 whole

numbers whose sum is less than or equal to 20

Given a 2 digit number,

mentally find +10 or -10

without having to count

Determine and unknown

whole number in addition and

subtraction

EVERYDAY MATH

2.13, 3.10, 4.11, 4.12, 5.5, 5.8, 5.11, 6.2,

6.3, 6.41.5, 2.7, 2.11,

2.13, 8.4 2.3, 3.10, 8.4

2.13, 3.10, 4.11, 4.12, 5.5,

5.8 6.1, 6.2, 6.3, 6.4, 6.5,

7.2, 8.5

INVESTIGATIONS

U1:3.1, 3.2, 3.3…, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6,

4.7U3:AllU6:

3.4, 3.5, 3.6, 3.7, 3.8

U6:1.1, 2.4, 2.5

U8:4A.1, 4A.2, 4A.3, 4A.4,

4A.5

U1:4.4U3:

1.2, 1.3, 1.4U6:

1.5, 1.6, 1.7, 2.1, 2.2

Page 10


GeometryReason with shapes and their attributes

Reason with shapes and their attributes. Distinguish between defining attributes versus non-defining attributes.

Build and draw shapes to possess defining attributes (G.A.1). Compose 2 d shapes or 3 d shapes to create a composite shape

(G.A.2). Partition circles and rectangles into 2 and 4 equal shares, describe

using halves, fourths and quarters (G.A.3).

Distinguish between defining

attributes versus non-

defining attributes

Use 2d or 3d shapes to create a

composite shape, and

compose new shapes from

the composite shape

Break circles and rectangles into two and

four equal shares

Use language such as half of, fourth of and

quarter of

EVERYDAY MATH

6.7, 7.1, 7.2, 7.3, 7.4, 7.5,

7.6, 10.53.4, 7.1, 7.3,

7.6, 10.58.7, 8.8, 8.9, 9.6, 9.7, 9.8

INVESTIGATIONS

U2:1.1, 1.2, 1.3, 1.4, 1.7, 2.1, 2.2, 2.3, 2.4,

2.5U9:

1.1, 1.2, 1.3, 1.4, 1.5, 2.2,

2.3A, 2.8

U2:1.4, 1.5, 1.6,

1.7U9:

1.2, 1.6, 1.7, 1.8, 2.1, 2.2,

2.3, 2.3A, 2.4, 2.5, 2.8

U5:3A.1, 3A.2, 3A.3, 3A.4

U5:3A.1, 3A.2, 3A.3, 3A.4

Page 11



Measure lengths indirectly and by iterating length units. Order three objects by length; compare the lengths of two objects

indirectly by using a third object (MD.A.1). 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 same-size length units that span it with no gaps or overlaps (MD.A.2).

Order 3 objects by

length

Compare the lengths of 2

objects indirectly by using a 3rd

object

Express length of an object using length

units by laying multiple

objects end to end

Understand that length is

the number of same-size

units that span an object with

no gaps or overlaps

EVERYDAY MATH 4.2, 4.4, 6.6 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 6.6, 9.5INVESTIGATIONS U5 U5

Represent and interpret data

Represent and interpret data. Organize, represent, and interpret data with up to three categories;

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 (MD.C.4)

Organize data with up to

three categories

Represent data with up

to three categories

using pictures and graphs

EVERYDAY MATH 1.7, 1.8, 1.12, 2.11

INVESTIGATIONS

U1:1.3, 4.7

U4:all

U4:All

Tell and write time

Tell and write time. Tell and write time in hours and half-hours using analog and digital

clocks (MD.B.3)

Tell time to hours and half

hours using digital and

analog clocks

Write time to hours and half

hours using digital and

analog clocksEVERYDAY MATH 2.5, 2.6, 3.7, 4.4, 4.8, 6.10, 10.2

INVESTIGATIONS

U5:1.5A, 3A.1

U6: 3.1U7: 1.8U8: 1.3

U9: 2.3A

U5:1.5, 3A.1U6: 3.1U7: 1.8U8: 1.3

U9: 2.3A

Page 12

RSU 13 Math Graduation Standards-2nd Grade 2014-2015

2nd Grade Standards What to teachNumbers and Quantity


Extend the counting sequence. Count within 1000; skip-count by 5s, 10s, and 100s (NBT.A.2).

Understand place value. Understand that the three digits of a three-digit number represent amounts

of hundreds, tens, and ones (NBT.A.1). Read and write numbers to 1000 using base-ten numerals, number names,

and expanded form (NBT.A.3). Compare two three-digit numbers based on meanings of the hundreds, tens,

and ones digits, using >, =, and < symbols to record the results of comparisons (NBT.A.4).

Count within 1,000

Skip count by 5's, 10's, 100's

Read and write numbers to

1,000.

Compare numbers to

1000 using <, >, and =

EVERYDAY MATH

1.1, 1.2, 1.3, 1.5, 1.7, 1.8, 1.9, 1.10, 7.1

1.1, 1.5, 1.9, 1.10, 3.1, 3.7,

4.9, 10.8, 10.9, 10.10

3.1, 10.8, 10.9, 10.10, 11.3

1.11, 3.1, 10.10

INVESTIGATIONS

U6:5A.1, 5A.2, 5A.3, 5A.4,

5A.5

U6:4.1,4.2, 4.3,

4.4, 5A.2, 5A.3, 5A.4,

5A.5U5:

1.5, 1.6, 2.1, 2.2, 2.3, 2.4,

2.5U8:5A.2

U6:5A.1, 5A.2,

5A.3, 5A.4, 5A.5

U6:5A.1, 5A.2, 5A.3, 5A.4

Page 13


Use place value understanding and properties to add and subtract numbers

Use place value to understand properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction (NBT.B.5).

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

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 are necessary to compose or decompose tens or hundreds (NBT.B.7).

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900 (NBT.B.8).

Explain why addition and subtraction strategies work, using place value and the properties of operations (NBT.B.9)

Add/subtract within 100

using strategies

Add up to four 2-digit

numbers using inventive strategies

Add and subtract within

1000 using models and strategies

Mentally add/subtract 10 or 100 to a given number

100 to 900EVERYDAY MATH 4.2, 4.6, 4.8,

4.9, 6.1, 6.5, 11.1, 11.2, 11.3

4.6, 4.8, 4.9, 6.1, 7.3, 10.11

4.8, 4.9, 6.1, 6.5, 11.1, 11.2, 11.3

1.8, 10.8, 10.9

INVESTIGATIONS

U6:1.1, 1.2, 1.3,

1.4,all of 2 and all of 3

U6: 3.1, 3.6U8:

4.1, 4.2, 4.3, 4.4U3:

1.2, 1.3, 1.4, 1.5, 1.6

U8:5A.1, 5A.2,

5A.3, 5A.4, 5A.5

U6:5A.2, 5A.3, 5A.4, 5A.5

Page 14



Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one and two step word

problems (OA.A.1)Solve one step addition/subtraction

word problems using symbols

Solve two step addition/subtraction word

problems using symbols

EVERYDAY MATH 2.1, 4.1, 4.2, 4.4, 4.6, 6.2, 6.4,

10.4, 10.6

INVESTIGATIONS

U1:4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8,

4.9

U3:2.5AU8:

4.1, 4.2, 4.3, 4.4Understand and apply properties of operations and the relationship between addition, subtraction, multiplication and division

Add and subtract within 20. Fluently add and subtract within 20 using mental strategies (OA.B.2).

Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects has an odd or even number of

members (OA.C.3). Use addition to find the total number of objects arranged in rectangular

arrays with up to 5 rows and columns. Write an equation to express the total sum (OA.C.4)

Fluently add/subtract

within 20 mentally.

Identify odd and even groups

Add to find the number of

objects in arrays

Express array sums as an expression

EVERYDAY MATH

1.4, 2.2, 2.3, 2.4, 2.5, 2.6,

2.7, 2.12, 2.13 1.10, 2.3, 2.5, 2.86.6, 6.7, 6.8, 6.9, 11.4, 11.6

INVESTIGATIONS All

U3:3.1, 3.2, 3.3

U8:1.1, 1.2, 1.3, 1.4

U1:4.7, 4.8, 4.9

U5:1.1, 1.2, 1.3,

1.4U2:

2.4, 2.5, 2.6, 2.7

U2:2.4, 2.5, 2.6,

2.7

Page 15



Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given

number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons and cubes (G.A.1).

Partition a rectangle into rows and columns of same-size squares and count to find the total (G.A.2).

Partition circles and rectangles into 2, 3 or 4 equal shares, describe using halves, thirds, half of, third of, etc. Recognize that equal shares need not have same shape (G.A.3).

Identify specific

attributes such as angles

and facesDraw shapes with specific attributes

Identify names shapes

Partition rectangles and circles

into equal 2, 3 and 4 parts

EVERYDAY MATH 5.1, 5.3, 5.7 8.1, 8.2, 8.4INVESTIGATIONS

U2:2.1, 2.2

U2:1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,

2.7, 2.8, 2.9U2:2.2

U7:1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5,

2.6

Page 16



Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools

such as rulers, yardsticks, meter sticks, and measuring tapes (MD.A.1). 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 (MD.A.2).

Estimate lengths using units of inches, feet, centimeters, and meters (MD.A.3).

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit (MD.A.4).

Relate addition and subtraction to length. 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 (MD.B.5).

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 (MD.B.6)

Measure the length of an object and

compare lengths as bigger or smaller.

Measure to determine the length difference between

two objects

Estimate lengths in inche

s, feet, cm and

meters

Represent whole

numbers as lengths from 0 on a number

lineEVERYDAY MATH

7.6, 7.8, 9.1

9.1, 9.2, 9.3

1.1, 2.1, 2.6, 2.12, 4.4, 4.6, 5.3, 6.5, 7.3

INVESTIGATIONS

U9:2.1, 2.2, 2.3, 3.1, 3.2,

3.3, 3.4, 3.5

U9:1.1A, 1.2, 1.3, 1.4,

1.5, 1.6, 2.2, 3.2, 3.4

U9:3.2, 3.3, 3.4

U1:1.3, 1.4, 1.5

U8:3.1, 3.2, 3.3, 3.4, 4.1, 4.2

U6:2.6, 3.2


Represent and interpret data. Generate measurement data by measuring lengths of several objects to

the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units (MD.D.9).

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, take-apart, and compare problems1 using information presented in a bar

Collect Data Draw pictographs and bar graphs to

represent data

Compare and interpret bar graphs

Page 17


graph (MD.D.10)EVERYDAY MATH 7.6, 7.8, 10.5, 11.3,

12.5, 12.7 3.6, 6.3, 7.8, 12.6, 12.7INVESTIGATIONS

U4:1.4, 2.3, 2.4

U4:1.4A, 1.5, 2.2, 2.4,

2.7, 2.8

U4:2.4, 2.6, 2.7, 2.8

Tell and write time Work with time and money.

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. (MD.C.7).

Tell time from an analog and digital

clock to the nearest 5 minutes

Write time for an analog and digital

clock to the nearest 5 minutes

Use A.M. and P.M. appropriately

EVERYDAY MATH 1.3, 3.3, 12.2INVESTIGATIONS Grade 3-10 minute math

Solve word problems involving money

Work with time and money. Solve word problems involving dollar bills, quarters, dimes, nickels and

pennies using $ and cent symbols appropriately (MD.C.8)

Identify the different types of money used including bills,

quarters, dimes, nickels, penniesSolve problems using money and

the correct symbolEVERYDAY MATH

1.5, 6.63.2, 3.7, 3.8, 4.2, 4.6, 10.1, 10.3,

10.4, 10.5, 10.6, 11.1, 11.2INVESTIGATIONS U1:

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8U6:3.2 U1, 3, 4, 5, 6, 9 Class routines

Page 18

RSU 13 Math Graduation Standards-3rd Grade 2014-2015

3rd Grade Standards What to teachNumbers and Quantity

Use place value understanding and properties of operations to perform multi-digit arithmetic

Use place value understanding and properties of operations to perform multi-digit arithmetic.

Use place value understanding to round whole numbers to the nearest 10 or 100 (3.NBT.A.1).

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction (3.NBT.A.2). (A range of algorithms may be used.)

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.) (3.NBT.A.3)

Round whole

numbers to nearest 10

or 100

Fluently add/subtract (fact families) & within 1000 using place value

and algorithms

Multiply 1-digit whole numbers by

10 using place value

Multiply 1-digit whole

numbers by multiples of 10

in the range 10-90

EDM: 1.5, 1.8, 1.9, 1.10, 1.11, 1.14,

2.7, 2.8, 3.3, 3.10, 5.13, 7.7, 7.10, 9.5,

9.14,

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.10, 3.5, 3.7, 3.10, 4.5,

4.11, 5.13, 7.4, 7.5, 7.6, 7.10, 8.3, 9.5,

9.9, 9.11, 9.14,

4.6, 7.6 , 7.7, 7.8,

7.10, 9.1, 9.2, 9.3, 9.4,

9.5, 9.9, 9.11, 9.14

4.6, 7.6 , 7.7, 7.8, 7.10, 9.1, 9.2, 9.3, 9.4,

9.5, 9.9, 9.11, 9.14

Page 19


INVESTIGATIONS

U3:17AU6:

3.1, 3.3, 3.4

Embedded in most

Homework, Daily Practice,

and Ten Minute Math

U1: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2,2, 2.3, 2.4, ,2.5,

2.6, 2.7, 2.8

U3:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4,2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

U6:1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4

U8:1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9

U5:3.7A

Embedded in most

Homework, Daily

Practice, and Ten Minute

Math

U5:3.7A

Embedded in most

Homework, Daily Practice,

and Ten Minute Math

Understand fractions as numbers and explain fraction equivalence and ordering.

Develop understanding of fractions as numbers. 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.A.1).

Understand a fraction as a number on the number line; represent fractions on a number line diagram (3.NF.A.2)

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size (3.NF.A.3)

Understand fraction as a

part of a whole

Represent where a fraction is on the

number line

Recognize and generate

simple equivalent fractions

Compare fractions with

the same numerators/de

nominators

EDM:

5.7, 5.8, 5.9, 5.10, 8.1,

8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 9.5, 9.7

3.1, 4.9, 5.9, 8.4, 8.5, 8.6, 8.7, 8.8,

8.9,

5.9, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 9.3, 9.5,

8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 9.3, 9.5, 9.7,

9.14

Page 20


INVESTIGATIONS

U7:All of Unit Seven and1.4A, 1.4B

Assessment1.6, 2.3, 3.4

U7:All of Unit Seven and

14.A, 14.B,


U7:1.5, 2.1, 2.2, 2.3 , 2.4, 3.1, 3.2, 3.3, 3.4

U7:1.2, 1.3, 1.4B


Represent and solve problems involving multiplication and division. Interpret products of whole numbers (3.OA.A.1). Interpret whole-number quotients of whole numbers (3.OA.A.2). Use multiplication and division within 100 to solve word problems in

situations (3.OA.A.3). Determine the unknown whole number in a multiplication or

division equation (3.OA.A.4).

Explain and find the

unknown whole

number in multiplication

Explain and find unknown whole

number in division

Use mult/division within 100 to

solve word problems

Find the value that will make a

one-step expression true

EDM:

4.1, 4.2, 4.5, 4.8, 4.11,

7.1, 7.3, 7.6, 7.10, 8.5,

9.2, 9.3, 9.4, 9.5, 9.6, 9.7,

9.14,

4.1, 4.3, 4.4, 4.5, 6.13, 7.1, 7.3, 7.6, 7.10, 8.5, 9.6, 9.7,

9.8, 9.14,

4.1, 4.2, 4.3, 4.4, 4.11,

6.13, 7.3, 7.4, 7.8, 7.10, 8.9, 9.1, 9.2, 9.4, 9.6, 9.7, 9.8,

9.14

4.1, 4.2, 4.3, 7.1, 7.2, 7.3, 7.4, 7.6,

7.10, 9.1, 9.2,

INVESTIGATIONS

U5:1.3, 1.4, 2.6, 3.5A, 3.5B,

3.7A, 4.1, 4.2, 4.3, 4.4, 4.5,

4.6, 4.7

U5:1.3, 1.4, 2.6,

3.5A, 3.5B, 3.7A, 4.1, 4.2, 4.3, 4.4,

4.5, 4.6

U5:1.1, 1.2, 1.3, 1.4, 2.3, 2.4, 2.5, 2.6, 3.1, 3.3, 3.4, 4.1, 4.2, 4.3, 4.5,

4.6, 4.7U6:

3.1, 3.2, 3.3, 3.4, 3.5, 3.6,

3.7

U5:OA1: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.6,

4.7OA 2: 4.1, 4.2, 4.3,

4.4, 4.5, 4.6, 4.7OA4: 1.3, 1.4, 2.6, 3.5A, 3.5B, 3.7A, 4.1, 4.2, 4.3, 4.4,

4.5, 4.6

Page 21


Understand and apply properties of operations and the relationship between addition, subtraction, multiplication and division

Understand properties of multiplication and the relationship between multiplication and division.

Apply properties of operation as strategies to multiply and divide (3.OA.B.5).

Understand division as an unknown-factor problem (3.OA.B.6).Multiply and divide within 100.

Fluently multiply and divide within 100 (3.OA.C.7).From memory know all products of 2 one digit numbers.

Solve problems involving the four operations and identify and explain patterns in arithmetic.

Solve two-step word problems using the four operations. Represent this using equation with a letter standing for the unknown (3.OA.D.8).

Identify arithmetic patterns and explain them using properties of operations (3.OA.D.9)

Apply properties

such as commutative

and associative as strategies to

addition, subtraction,

multiplication and division

Fluently multiply/divide within

100

Substitute symbols for

numbers

Understand division is an

unknown factor of

multiplication

Identify Patterns in multiplication

and explain them using properties of operations.

Use a variety of strategies to solve

word problems using all 4

operations.

EDM:

2.1, 2.2,4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7,

7.2, 7.10, 9.1, 9.3,

9.11,

4.1, 4.2, 4.3, 4.4, 4.5, 4.6,

4.7, 4.8, 4.11, 6.7, 7.1, 7.2, 7.3, 7.4, 7.5,

7.6, 7.10, 8.3, 9.3, 9.5, 9.6, 9.7, 9.8, 9.9, 9.11, 9.14,

2.3, 4.3, 4.4, 4.6, 7.3, 7.6,

7.10

1.12, 1.14, 2.4, 2.5, 2.6, 2.8,

2.10, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6,

7.1, 7.2, 7.3, 7.4, 7.5, 8.4, 8.8,

9.1, 9.5, 9.14,INVESTIGATIONS U5:

2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5A, 3.5B, 3.6, 3.7A

U6&U7:Embedded

U5:3.4, 3.5A, 3.5B, 3.6, 3.7A, 4.5,

4.6

U6:Embedded

U8:

Embedded MathAssessment

1.4

U1:1.3, 1.4,

1.6,1.7, 1.8, 2.3, 2.7, 2.8

U3:1.4, 1.5, 1.6, 2.1, 2.3, 2.4, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2

4.3, 4.4U5:4.5U6:

3.2, 3.3, 3.5, 3.7

U5:2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5A, 3.5B,

3.6, 3.7A

U6:Embedded

U7:Embedded

Page 22


U8:1.1, 1.2, 1.3, 1.4, 1.5, 2.3, 3.6, 3.7, 3.8,

3.9U9:4A.3

Page 23



Reason with shapes and their attributes. Understand that shapes in different categories may share attributes

and that the shared attribute can define a larger category. Recognize rhombuses, rectangles, and squares as quadrilaterals and draw quads that do not belong to any of these subcategories (3.G.A.1).

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (3.G.A.2)

Recognize rhombuses,

rectangles and squares as

examples of quadrilaterals

Draw examples of quadrilaterals that do not belong to

either rhombuses, rectangles or

squares

Cut shapes into parts of equal areas

EDM:3.4, 6.5, 6.6,

6.13, 6.5, 6.6, 4.9, 8.1, 8.3, 8.4, 8.5, 8.7,

INVESTIGATIONS

U4:3.1, 3.2, 3.3, 3.4,

3.5, 3.6

U4:3.1, 3.2, 3.3, 3.4,

3.5, 3.6

U7:All of U7


Statistics and ProbabilityRepresent and interpret data

Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a

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 (3MD.B.3).

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters (3.MD.B.4)

Gather measurement data with a ruler

Show measurement data with line plots

Draw bar/picture graph to represent data with

several categories

EDM:3.1, 3.2, 3.4, 3.10,

4.10, 5.10, 9.4, 3.5, 5.7, 8.8 1.5, 1.10, 5.2, 8.8,

INVESTIGATIONSU2:

3.1, 3.2, 3.3, 3.4

U2:1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.1,

2.2, 2.3A, 3.5

U2:1.2, 1.3, 1.4, 1.5, 1.6, 1.7,

1.8, 2.1, 2.2, 2.3A, 3.5

Page 24


Tell and write time

Tell and write time. 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.A.1) Tell time to the nearest minute Write time to the nearest minute

EDM: 1.4, 1.14, 2.10, 1.4, 1.14, 2.10,

INVESTIGATIONS

U3:1.7A, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7,

4.1, 4.2, 4.3, 4.4, 4.5, 4.6

U3:3.1

EmbeddedGeometric measurement: recognize perimeter as attribute of plane figures and distinguish between linear and area measures.

Geometric measurement: recognize perimeter. 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. (3.MD.D.8)

Solve problems involving perimeters and side lengths

EDM: 3.4, 3.6, 3.10, 4.2, 5.6, 5.13, 6.4, 6.5, 6.6, 6.8, 9.14,

INVESTIGATIONS

U4:1., 1.2, 1.3, 1.4, 1.5

U2:2.1, 2.2, 2.3, 2.4, 2.5, 2.6,

Geometric measurement: understand concepts of area and volume and relate to multiplication and to addition

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Recognize area as an attribute of plane figures and understand concepts of area measurement (3.MD.C.5).

Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units) (3.MD. C.6).

Relate area to the operations of multiplication and addition (3.MD.C.7)

Recognize area as an

attribute of plane figures

Understand area as a

square unit and what part of polygon it

measures.

Measure areas by counting

unit squares

Relate area to operations of

multiplication/addition

EDM

3.6, 3.7, 3.8, 5.13, 6.8, 9.3, 9.4,

9.10, 9.14,

3.6, 3.7, 3.8, 5.13, 9.3,

9.10, 9.14,

3.6, 3.7, 3.8, 4.1, 4.5, 4.8,

4.11, 5.13, 9.3

3.6, 3.7, 3.8, 4.5, 4.8, 9.3, 9.4, 9.14,

INVESTIGATIONS U2: U4: U4: U4:

Page 25


2.1, 2.2, 2.3, 2.4, 2.5A,

2.5, 2.6, 3.6

2.1, 2.2, 2.3, 2.4, 2.5A, 2.5,

2.6, 3.6

2.1,2.2, 2.3, 2.4, 2.5A, 2.6, 3.6

2.3, 2.4, 2.5A, 2.5

U5:3.1A, 3.1, 3.2, 3.3, 3.4,

3.5A, 3.6Solve problems involving measurement and estimation of intervals of time, liquid volumes and masses of objects

Solve problems involving measurement and estimation. 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.A.1).

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 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. (3.MD.A.2)

Solve word problems involving addition and subtraction of time

intervals in minutes

Solve one-step word problems involving masses or volumes

given in the same unit.

EVERYDAY MATH: 1.13 10.3, 10.4

INVESTIGATIONS

U3:1.7A, 3.2, 3.3, 3.4, 3.5, 3.6 , 3.7, 4.1,

4.2, 4.3, 4.4, 4.5, 4.6

U5:1.1, 1.2, 1.3, 1.4, 3.1A, 3.2, 3.3, 4.1,

4.2, 4.3, 4.4, 4.5, 4.6, 4.7

U7:1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4

U3:1.7A, 3.2, 3.3, 3.4, 3.5, 3.6 , 3.7,

4.1, 4.2, 4.3, 4.4, 4.5, 4.6

U5:1.1, 1.2, 1.3, 1.4, 3.1A, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

U7:1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4

Page 26

RSU 13 Math Graduation Standards-4th Grade 2014-2015

4th Grade What to teachNumbers and Quantity


Generalize place value understanding for multi-digit numbers. 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 (NBT.A.1).

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 < (NBT.A.2)

Use place value understanding to round multi-digit whole numbers to any place. (NBT.A.3)

Read and write multi-digit

whole numbers using

base-ten numerals,

number names and expanded

form

Recognize that in a mult-digit whole

number, a digit in one place represents 10x what it represents in the place to it's right

Compare 2 multi-digit

numbers based on meanings of all digits' place

value <=>

Round multi-digit numbers to any

place value.

EVERYDAY MATH 2.3, 2.4, 5.8 2.3, 4.1, 5.1, 5.8, 5.9 3.9, 5.115.3, 5.4, 5.10,

5.12

INVESTIGATIONS U5U5:

1.1, 3.1, 3.2, 3.6AU5:

1.2, 1.5A, 3.6AU5:

1.5A, 3.6AUse place value understanding and properties of operations to perform multi-digit arithmetic

Use place value understanding and properties of operations to perform multi-digit arithmetic.

Fluently add and subtract multi-digit whole numbers using the standard algorithm (NBT.B.4).

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 (NBT.B.5).

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 (NBT.B.6)

Fluently add/subtract

multi-digit whole

numbers using algorithm

Multiply two 2-digit numbers using varying

strategies

Multiply whole number of up to 4-digits by a 1-digit number

Find whole number

quotients and remainders with

up to 4-digit dividends and 1-digit divisor using

strategies.

EVERYDAY MATH2.7, 2.9 (alg project 1,3)

5.1, 5.2, 5.6, 5.7 (algorithm project 5)

5.5, 5.7 (alg project 5)

6.1, 6.2, 6.3, 6.4, 6.10 (alg project

7, 8)INVESTIGATIONS U5:

2, 4, 4AU3:

1.1, 4U3:

3.1, 3.3

U3:1.4, 1.5

U8:2.4A

U3:2

U8:3.5A, 3

Page 27


U8:1, 2

Understand fractions as numbers and explain fraction equivalence and ordering.

Extend understanding of fraction equivalence and ordering. 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 (NF.A.1).

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 (NF.A.2).

Recognize and generate equivalent fractions

Compare 2 fractions with different numerators/denominators

EVERYDAY MATH 7.6 7.9

INVESTIGATIONSU6:

1.1, 1.2, 1.5U6:

2Apply and extend understandings of operations on whole numbers to build fractions from unit fractions

Build fractions from unit fractions. Understand a fraction a/b with a > 1 as a sum of fractions 1/b

(NF.B.3). Apply and extend previous understandings of multiplication

to multiply a fraction by a whole number (NF.B.4)

Add/subtract fractions with

unlike denominators Solve mixed numbers

Multiply fractions by whole numbers

Solve word problems involving

add/subtract of fractions

referring to the whole


7.6 7.57.12a, 8.2, MJ

226A, 226B 7.5

INVESTIGATIONS U6:

1.6, 1.7, 1.8AU6:2.7A

U6:3.1A, 3.2A, 3.3A

Page 28


Use Decimal notation for fractions and compare decimal fractions

Understand decimal notation. Express a fraction with a denominator 10 as an equivalent

fraction with denominator 100. Use decimal notation for fractions with denominators 10 or 100. Compare two decimals to hundredths by reasoning about their size. (NF.C.5)

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. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) (NF.C.6)

Use decimal notation for

fractions with denominators

10 and 100

Recognize that comparisons are valid only when two

decimals refer to the same whole

Compare two decimals to hundredths by reasoning about

their size, <=>

EVERYDAY MATH 4.2, 7.8, 9.1,

9.2 4.2, 7.8 4.3

INVESTIGATIONS U6:3.1

U6:3.2

U6:3.2, 3.3, 3.4, 3.5, 3.6, 3.7

Page 29


AlgebraIdentify factors and multiples of whole numbers

Gain familiarity with factors and multiples. Find all factor pairs for a whole number in the range 1-100.

Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite (OA.B.4)

Find factors for whole

numbers from 1-100

Determine if a whole number from 1-100 is a multiple of a 1 digit number

Identify prime and composite factors

EVERYDAY MATH 3.2, 3.3, 3.4

INVESTIGATIONS Unit 1U1:

2.3, 2.4, 3U1:1.3

Use the four operations with whole numbers to solve problems

Use the four operations with whole numbers to solve problems. Interpret a multiplication equation as a comparison (OA.A.1). Multiply or divide to solve word problems involving

multiplicative comparison (OA.A.2). Solve multistep word problems posed with whole numbers

and having whole number answers using the four operations (OA.A.3).

Interpret a multiplication equation as a comparison

Solve multi-step word problems posed with whole numbers and having whole

number answers using the four operations

Multiply or divide to solve word

problems involving multiplicative comparison

EVERYDAY MATH 3.11

INVESTIGATIONS

U1:1.6A, 3.2, 3.3

U3:3.1, 3.2, 3.3

U3:2.2, 2.3, 2.5, 2.6

U5:1.4, 1.5, 2.1, 2.2, 3.4, 4.3, 4.5, 4.6, 4.7

U8:3.3, 3.4

U1:1.6A

Generate and analyze patterns and relationships

Generate and analyze patterns. Generate a number or shape pattern that follows a given rule

(OA.C.5)

Generate a number or shape pattern that follows a given rule

EVERYDAY MATH 3.1, 10.3, 10.5

INVESTIGATIONSU9:

2 & 3

Page 30


GeometryDraw and identify lines and angles, and classify shapes by properties of their lines and angles

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. Identify these in 2 D figures (G.A.1).

Classify 2d figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of specified size. Recognize right triangles as category, and identify right triangles (G.A.2).

Recognize a line of symmetry for a 2 d figure as a line across the figure such that the figure can be folded along the line in matching parts. Identify line symmetric figures and draw lines of symmetry (G.A.3).

Draw points, lines, line segments,

rays, angles and

perp/parallel lines. Identify in 2d figures

Identify right triangles

Classify 2d figures based on the

presence or absence of parallel lines, perp lines, or angles of a

specified size

Recognize line of symmetry for 2d figures

EVERYDAY MATH 1.2, 1.3, 8.6 1.3 1.3, 1.4 10.4, project 4

INVESTIGATIONS

U4:2.1, 2.2, 2.3,

2.4, 2.5, 2.3A, 3.4A, 4.7

U4:3

U4:2.1, 2.3, 2.3A, 2.4,

2.5, 4.3, 4.4, 4.5, 4.6, 4.7

U4:4.1, 4.2, 4.3,

4.7

Page 31


Statistics and Probability


Represent and interpret data. 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 (MD.B.4)

Analyze patterns and trends in a variety of contexts

Make a line plot to display measurement data

Interpret data to justify

conclusions

Use fraction operations to

solve problems from line plots

EVERYDAY MATH 2.5, 2.8 2.5, 2.8 2.5, 2.8 11.3 MJ 295A

INVESTIGATIONS

U6:2.7A, 2.4, 2.5, 2.6, 2.7, 3.5

U2:1.2, 1.3, 1.4, 2.5, 2.6, 3.5

U2:1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6,

2.7, 3.5U6:2.7A

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: understand concepts of angle and measure angles.

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement (MD.C.5).

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure (MD.C.6).

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 (MD.C.7)

Understand concepts of

angle measurement

Measure and draw angles in whole-number degrees using

a protractor

Solve addition and subtraction problems to find unknown

angles on a diagram

EVERYDAY MATH 6.5, 6.6, 6.7 6.6, 6.7

INVESTIGATIONSU4:

2.3A, 3.4AU4:3.4A

U4:3.1, 3.2, 3.3

Solve problems involving measurements and conversion of measurements within a given measurement system

Solve problems involving measurement and conversion of measurements.

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 (MD.A.1).

Apply area and perimeter formulas

Know relative sizes of measurement (km, m, cm; kg, g;

lb, oz; l, ml; hr, min, sec

Solve word problems involving distances,

intervals of time, liquid volumes, masses of objects

& money

Page 32


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 (MD.A.2).

Apply the area and perimeter formulas for rectangles in real world and mathematical problems (MD.A.3)


8.6, 8.7 4.8, 4.9, 4.10, 11.1, 11.7 3.8, 4.4, 4.6, 8.1, 11.7

INVESTIGATIONS

U4:4.1, 4.2, 4.4, 4.5, 4.6, 4.7

U4:1.1, 1.2, 1.3, 1.4, 1.5

U7:3.4A, 3.5B

U9:3.1, 3.2, 3.3, 3.5

U2:1.2, 1.4, 1.5, 2.4, 2.5

U4:1.3, 1.5

U5:1.4, 1.5, 1.6, 2.1, 2.2, 2.3,

3.4, 3.5, 4.5, 4.6, 4.7U6:

3.4, 3.5, 3.6U7:3.5BU8:

2.4A, 3.1, 3.5

Page 33




Understand the place value system. 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 (NBT.A.1).

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 (NBT.A.2).

Read, write, and compare decimals to thousandths (NBT.A.3).

Understand that to the right of the

decimal point is 1/10 of what it

is the left.

Read and write decimals to the

thousandths and compare with

<=>

Use place value to round

decimals to any place

Algorithms are known so

place value operations are

automatic

EVERYDAY MATH 2.2, 2.10, 2.11,

7.2, 7.3 2.4, 2.5 2.5, 2.7, 2.82.2, 2.3, 2.9,

2.11

INVESTIGATIONS

U3:1.1, 1.2, 1.3,

1.4, 1.5U6:

1.2, 1.5A, 2.5A

U4:2.3U6:

1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7,

2.83A.1, 3A.2

U8:1.3, 1.4, 2.1, 2.2,

2.5, 2.6

U6:1.5A, 3A.1, 3A.2,

3A.3, 3A.4

U1:AllU3:

2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4,

3.5U7:

3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5

Page 34


Use place value understanding and properties of operations to perform multi-digit arithmetic

**addition to the Maine Graduation Standards**

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Fluently multiply multi-digit whole numbers using the standard algorithm (NBT.B.5).

Find whole-number quotients of whole numbers with up to four-digit dividends and two-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.(NBT.B.6).

Add, subtract, multiply, and divide decimals to hundredths, 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. (NBT.B.7)

Fluently multiply multi-digit whole

numbers using algorithm

Find whole number quotients and remainders

with up to 4-digit dividends and 2-digit divisor using

strategies

Use all four operations with

decimals.

EVERYDAY MATH 2.8, 2.9, 2.11 4.2, 4.4, 4.6 4.7

INVESTIGATIONS

U1:AllU3:

2.1, 2.2, 2.3U7:

2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4,

4.5

U1:3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7,

3.8

U7:3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7,

4.1, 4.2, 4.3, 4.4, 4.5

U6:2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 25A, 3A.1, 3A.2, 3A.3, 3A.4,

3A.5, 3A.6, 3A.7

Page 35


Use equivalent fractions as a strategy to add and subtract fractions

Use equivalent fractions as a strategy to add and subtract fractions. 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 (NF.A.1).

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 (NF.A.2)

Add/subtract fractions with

unlike denominators

and mixed numbers using

equivalent fractions

Use benchmark fractions and number sense

to assess reasonableness

of answer

Solve word problems using add/subtracting of fractions with the same whole, including unlike denominators

Convert fractions to

decimals

EVERYDAY MATH

5.3, 5.13, 6.8, 6.9, 6.10, 6.11,

8.1, 8.2, 8.3, 8.4, 8.12

5.3, 6.8, 6.9, 6.10, 8.1, 8.2,

8.3, 8.4

5.3, 6.8, 6.9, 6.10, 8.1, 8.2,

8.3, 8.4 5.5, 5.6, 5.7,

5.8, 5.13

INVESTIGATIONS

U4:1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.6, 3.7, 3.8, 3.9,

3.10

U4:2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.6, 3.7, 3.8, 3.9, 3.10

U4:1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.6, 3.7,

3.8, 3.9, 3.10

U6:1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9

Apply and extend understanding of multiplication and division to multiply and divide fractions

Apply and extend previous understandings of multiplication and division to fractions.

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 (NF.B.3).

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction (NF.B.4).

Interpret multiplication as scaling (resizing) (NF.B.5). Solve real world problems involving multiplication of fractions and

mixed numbers, e.g., by using visual fraction models or equations to represent the problem (NF.B.6).

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions (NF.B.7)

Apply and extend multiplication of a fraction, whole or

mixed number by a fraction

Apply and extend division to divide

fractions by whole numbers and whole

numbers by unit fractions

Include word problems

EVERYDAY MATH 8.5, 8.6, 8.7, 8.8, 8.12 8.128.5, 8.6, 8.7, 8.8, 8.12

INVESTIGATIONS

U4:4A.1, 4A.2, 4A.3, 4A.4, 4A.5, 4A.6, 4A.7, 4A.10

U4:4A.8, 4A.9, 4A.10

U4:4A.1, 4A.2, 4A.3, 4A.4,

4A.5, 4A.6, 4A.7Page 36


AlgebraGenerate and analyze patterns and relationships

Analyze patterns and relationships. Generate two numerical patterns using two given rules. Identify

apparent relationships between corresponding terms. (OA.B.3)

Identify relationships

using corresponding

terms and patterns

Relate changes in two variables

Identify constant or varying

changes in data


9.310.4, 10.6, 9.2,

9.310.4, 10.6, 9.2,

9.3

INVESTIGATIONS

U8:1.1, 1.5, 2.1,

2.8

U8:1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7,

2.8

U8: 1.1, 1.2, 1.3, 1.4, 1.5, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8

Write and interpret numerical expressions

Write and interpret numerical expressions. Use parenthesis, brackets, or braces in numerical expressions, and

evaluate expressions with these symbols (OA.A.1). Write simple expressions that record calculations with numbers, and

interpret numerical expressions with evaluating them (OA.A.2)

Use () and operations to

solve equations with symbols

Interpret numerical symbols

Write simple expressions that

record calculations

EVERYDAY MATH 7.4, 7.5

INVESTIGATIONS

U1:1.1, 1.4

U8:2.2, 2.3

U1:1.1, 1.2, 1.3, 1.4,

1.5, 1.6, 1.7U7:

1.1, 1.2, 1.3, 1.4

U1:1.1, 1.2, 1.3, 1.4,

1.5, 1.6, 1.7U7:

1.1, 1.2, 1.3, 1.4U8:

2.1, 2.2, 2.3

Page 37


GeometryGraph points on a coordinate plane to solve real-world mathematical problems

Graph points on the coordinate plane to solve real-world and mathematical problems.

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 (G.A.1).

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 (G.A.2).

Understand and graph points on the coordinate plane

Represent mathematical and real-world problems by graphing points

in the first quadrant

EVERYDAY MATH 9.1, 9.2, 9.3, 9.11, 10.4, 10.6, 10.7 10.4, 10.6, 10.7

INVESTIGATIONS

U8:1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,

2.4, 2.5, 2.6, 2.7, 2.8U8: 1.1, 1.2, 1.3, 1.4, 1.5, 2.3, 2.4,

2.5, 2.6, 2.7, 2.8Classify two-dimensional figures into categories based on their properties

Classify two-dimensional figures into categories based on their properties. Understand that attributes belonging to a category of two-

dimensional figures also belong to all subcategories of that category (G.B.3).

Classify 2d figures in a hierarchy based on properties (G.B.4)

Understand that attributes belonging to a category of 2d

figures also belong to all

subcategories

Classify 2d figures in a hierarchy based on properties

EVERYDAY MATH 3.7, 3.8 3.7, 3.8

INVESTIGATIONS

U5:1.1, 1.2, 1.3, 1.4, 1.5, 1.6,

1.7U5:

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7

Page 38




Represent and interpret data. 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 (MD.B.2) Make a line plot with decimals Make a line plot with fractions

EVERYDAY MATH 2.5 7.10, 10.2, 11.7

INVESTIGATIONS U6:

1.3, 1.4U9:

1.5A, 1.6AGeometric measurement: understand concepts of area and volume and relate to multiplication and to addition

Geometric measurement: understand concepts of volume. Recognize volume as an attribute of solid figures and understand

concepts of volume measurement (MD.C.3). Measure volumes by counting unit cubes, using cubic cm, cubic in,

cubic ft, and improvised units (MD.C.4)

Recognize volume as an attribute of solid

figures

Measure volumes by counting unit

cubes, using cubic cm, cubic in, cubic ft, and improvised

units

Relate volume to the operations of

multiplication and addition and solve real

world and mathematical problems

involving volume

EVERYDAY MATH9.8, 9.9, 9.10, 11.1,

11.49.8, 9.9, 9.10, 11.1,

11.49.9, 10.1, 10.2, 11.1,

11.3, 11.5

INVESTIGATIONS

U2:1.1, 1.2, 1.5A, 2.1,

2.4A, 3.1, 3.2, 3.3, 3.4, 3.5

U2:1.1, 2.1, 2.4A

U2:1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4A

Solve problems involving measurements and conversion of measurements within a given measurement system

Convert like measurement units within a given measurement system. Convert among different-sized standard measurement units within a

given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems (MD.A.1)

Convert like measurement units within a given measurement

system

Use scales on maps

EVERYDAY MATH 2.1, 2.11, 6.1, 11.3 4.3, 4.8

INVESTIGATIONS

U6:3A.8, 3A.9,

U8:1.1

Page 39



Understand ratio concepts and use ratio reasoning to solve problems (6.RP.A)

Understand ratio concepts and use ratio reasoning to solve problems Understand the concept of a ratio and use ratio language to describe

a ratio relationship between two quantities. (RP.A.1) 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. (RP.A.2)

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. (RP.A.3)

Understand the concept of a ratio and use

ratio language to describe a

ratio relationship

between two quantities.

Understand the concept of a unit rate and use rate language in the

context of a ratio relationship.

Find a percent of a quantity as a

rate per 100

Use ratio reasoning to

convert measurement

units

Make tables of equivalent ratios, find

missing values in the tables,

and plot values on the

coordinate plane. Use tables to compare

ratios.

Thematics M6, S1M6, S3 M6, S2

M6, S1M6, S2M6, S3

M6, S1M6, S2M6, S3

CMP

Comparing Bits and Pieces: Making Comparisons, Connecting Ratios and Rates, Working with PercentsDecimal Ops: Decimal Operations and Estimation, Using PercentsData About Us: What’s Your Favorite

Apply and extend previous understandings of multiplication and division to divide fractions by fractions (6.NS.A)

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

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. (NS.A.1)

Multiply and divide fractions

by fractions including word problems with

these numbers.Thematics M5, S6

CMPLet’s Be Rational: Dividing with FractionsDecimal Ops: Multiplying and Dividing Decimals

Page 40


Apply and extend previous understandings of numbers to the system of rational numbers (6.NS.C)

Apply and extend previous understandings of numbers to the system of rational numbers.

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. (NS.C.5)

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. (NS.C.6)

Understand ordering and absolute value of rational numbers (NS.C.7) 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.(NS.C.8)

Use positive and negative numbers to represent

quantities in real world contexts

Represent points on a line and as coordinates on the x and y axes

(includes negative

coordinates)

Understand ordering and

absolute value of rational numbers

Solve problems by

graphing points in all quadrants

Thematics M8, S1

M4, S5M7, S6M8, S1 M7, S6

M4, S5M7, S6M8, S1

CMPComparing Bits and Pieces: Extending the Number LineData About Us: What’s Your Favorite, What Numbers Describe Us

Page 41


Algebra

Apply and extend previous understandings of arithmetic to algebraic expressions (6.EE.A)

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write and evaluate numerical expressions involving whole-number exponents (EE.A.1)

Write, read, and evaluate expressions in which letters stand for numbers. (EE.A.2)

Apply the properties of operations to generate equivalent expressions. (EE.A.3)

Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). (EE.A.4)

Write and evaluate numerical expressions

involving whole-number exponents

Apply the properties of operations to

generate equivalent expressions

Identify when two expressions are

equivalent

Thematics M4, S2M4, S5 M4, S5 M4, S5

CMP

Prime Time: Factorizations, Linking Multiplication and DivisionLet’s Be Rational: Building on Multiplying with Fractions, Dividing with Fractions, Wrapping up the OperationsCovering and Surrounding: Measuring Triangles, Measuring Parallelograms, Measuring Surface Area and VolumeVariables and Patterns: Relating Variables with Equations, Expressions, Equations and Inequalities

Represent and analyze quantitative relationships between dependent and independent variables (6.EE.C)

Represent and analyze quantitative relationships between dependent and independent variables

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. (EE.C.9)

Represent and analyze relationships between dependent and independent variables.

Reason about and solve one- variable equations and

inequalities.Thematics M4, S5 M4, S5

CMP

Covering and Surrounding: Measuring Parallelograms, Measuring Surface Area and VolumeVariables and Patterns: Variables, Tables and Graphs, Analyzing Relationships Among Variables, Relating Variables with Equations, Expressions, Equations and Inequalities

Page 42


Geometry

Solve real-world and mathematical problems involving area, surface area, and volume (6.G.A)

Solve real-world and mathematical problems involving area, surface area, and volume.

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.(G.A.1)

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. (G.A.2)

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 (G.A.3)

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. (G.A.4)

Find 2-D area by composing

and decomposing

into other shapes

Find volume of a right rectangular

prism with fractional sides using unit cubes

and formulas

Use nets to find surface area of

3- D figures

Draw polygons in the

coordinate plane given coordinates

for the vertices

ThematicsM4, S5M7, S2 M7, S2

M7, S2M7, S5 M7, S6

CMP Covering and Surrounding: Measuring Parallelograms, Measuring Surface Area and Volume

Page 43



Develop understanding of statistical variability (6.SP.A)

Develop understanding of statistical variability Recognize a statistical question as one that anticipates variability in

the data related to the question and accounts for it in the answers. (SP.A.1)

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. (SP.A.2)

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. (SP.A.3)

Develop understanding

of statistical variability

Describe center, spread and

shape of data

Thematics

M3, S1M3, S3M3, S4

M3, S1M3, S3M3, S4

CMP Data About Us: What’s in a Name, Who’s in your Household, What’s Your Favorite, What Numbers Describe Us

Summarize and describe distributions (6.SP.B)

Summarize and describe distributions Display numerical data in plots on a number line, including dot plots,

histograms, and box plots (SP.B.4) Summarize numerical data sets in relation to their context (SP.B.5)

Display numerical data

in plots on a number line, including dot

plots, histograms, and

box plots

Summarize numerical data

sets by the measurement

unit

Summarize numerical data

sets by the center, spread

and shape

Summarize numerical data sets choosing appropriate center and spread for

shape

Thematics M8, S3 M8, S3

M3, S1M3, S3M3, S4 M8, S3

CMPData About Us: What’s in a Name, Who’s in your Household, What’s Your

Favorite, What Numbers Describe Us

Page 44



Analyze proportional relationships and use them to solve real-world and mathematical problems (7.RP.A)

Analyze proportional relationships and use them to solve real-world and mathematical problems.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. (RP.A.1)

Recognize and represent proportional relationships between quantities (RP.A.2)

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error (RP.A.3)

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.

Represent proportional

relationships by equations

Decide whether two quantities

are in a proportional relationship

Recognize and represent

proportional relationships

between quantities.

Use proportional relationships to solve multistep

ratio and percent

problems

Thematics M5, S1M5, S2

M5, S3M5, S4M7, S1

CMP

Apply and extend previous understandings of operations with fractions (7.NS.A)

Apply and extend previous understandings of operations with fractions Apply and extend previous understandings of addition and

subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram (NS.A.1)

Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. (NS.A.2)

Solve real-world and mathematical problems involving the four operations with rational numbers (NS.A.3)

Apply understandings of fractions to add, subtract, multiply, and

divide rational numbers

Know that the decimal form of

a rational number

terminates in 0s or eventually

repeats

Convert a rational number

to a decimal using long

division

Multiply/divide with

positive and negative rational

numbers

Add/subtract with positive and negative

rational numbers

Thematics M2, S3 M5, S1 M5, S1M2, S3M4, S4

CMP

Page 45


Algebra

Use properties of operations to generate equivalent expressions (7.EE.A)

Use properties of operations to generate equivalent expressions Apply properties of operations as strategies to add, subtract, factor,

and expand linear expressions with rational coefficients. (EE.A.1) Understand that rewriting an expression in different forms in a

problem context can shed light on the problem and how the quantities in it are related (EE.A.2)

Apply properties of operations to

generate equivalent

expressions.

Analyze proportional

relationships and use them to

solve problems.

Solve real-life problems using expressions and

equations.

Thematics M5, S1 M5, S2

M5, S3M5, S4M7, S1

CMP

Solve real-life and mathematical problems using numerical and algebraic expressions and equations (7.EE.B)

Solve real-life and mathematical problems using numerical and algebraic expressions and equations

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies (EE.B.3)

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (EE.B.4)

Thematics

M2, S4M2, S3M2, S4M2, S5M4, S5M6, S1

CMP

Page 46


Geometry

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume (7.G.B)

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle (G.B.4)

Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. (G.B.5)

Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. (G.B.6)

Know the formulas for the area and

circumference of a circle and use them to

solve problems

Use facts about supplementary, complementary,

vertical, and adjacent angles to solve for an unknown angle

Solve problems involving area,

volume and surface area of

2- and 3-D objects

ThematicsM4, S1M6, S2

M2, S1M6, S2M6, S2

M1, S2M6, S1M6, S5M7, S1M7, S5M8, S2M8, S4

CMP

Draw construct, and describe geometrical figures and describe the relationships between them (7.G.A)

Draw construct, and describe geometrical figures and describe the relationships between them

Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale (G.A.1)

Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle (G.A.2)

Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids (G.A.3)

Solve problems involving scale

drawings of geometric

figures

Draw geometric shapes with

given conditions

Describe the 2- D figures that

result from slicing 3-D

figuresThematics M6, S3 M2, S1

M3, S6M8, S2M6, S2

Page 47


M3, S3M3, S5

CMP


Draw informal comparative inferences about two populations (7.SP.B)

Draw informal comparative inferences about two populations Informally assess the degree of visual overlap of two numerical data

distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability (SP.B.3)

Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations (SP.B.4)

Compare centers of data

for measurement

with similar variabilities

Use mode, median and

mean to express comparison of

data

Thematics

M1, S1M5, S1M5, S2M7, S3M7, S4

M1, S1M5, S1M5, S2M7, S3M7, S4

CMPInvestigate chance processes and develop, use, and evaluate probability models (7.SP.C)

Investigate chance processes and develop, use, and evaluate probability models.

Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. (SP.C.5)

Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. (SP.C.6)

Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. (SP.C.7)

Recognize probability is a

chance between 0-1,

near 0 indicates an unlikely event, 1⁄2

represents somewhat likely and 1 represents

most likely/certain.

Approximate the probability

of a chance event by

observing and collecting data

Develop a probability

model and use it to find

probabilities of events.

Find probabilities of

compound events using

organized lists, tables, tree

diagrams, and simulation.

Page 48


Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation (SP.C.8)

Thematics M1, S3 M1, S3M1, S3M5, S4

M3, S2M5, S4M8, S3

CMP

Page 49


8th Grade What to teachAlgebra

Expressions and Equations Work with radicals and integer exponents (8.EE.A)

CMPUnderstand the connections between proportional relationships, lines, and linear equations (8.EE.B)

CMPAnalyze and solve linear equations and pairs of simultaneous linear equations (8.EE.C)

CMP

Page 50


FunctionsDefine, evaluate, and compare functions (8.F.A)

CMPUse functions to model relationships between quantities (8.F.B)

CMPGeometrySolve real-world and mathematical problems involving volume of cylinders, cones, and spheres (8.G.C)

CMPUnderstand congruence and similarity using physical models, transparencies, or geometry software (8.G.A)

CMPUnderstand and apply the Pythagorean Theorem (8.G.B)

CMPStatistics and Probability

Investigate patterns of

Page 51


association in bivariate data (8.SP.A)

CMP

Page 52

RSU 13 Appendix A 2014-2015

Page 53

RSU 13 Appendix A 2014-2015

Case Scenarios

Liam, a fifth-grader, is having difficulty listing and ordering a given set of decimals. Is he on grade level? What can you do to help him?

When adding fractions with unlike denominators, Kayla will add the numerators and then the denominators together. She is on grade level. In which grade is she, and what interventions would you use?

Fourth-grade Hannah is having trouble calculating areausing the “length times width” formula. Is she on gradelevel? What can you do to help her?

Max, an eighth-grader, confuses similarity andcongruence. What skills should be reinforced to resolvethis confusion?

Dylan can add up to three 2-digit numbers. At which grade level is he, and what would you work on next?

Katie, who is in second grade, seems to know all her addition facts but is insecure with subtraction. Is she on grade level? What strategies could you use to help her?

Caroline is in fifth-grade and has difficulty creating line plots to represent measurement data. Is she on grade level? What steps should you take to help her?

Brian can decompose and compose numbers up to 100, but he is stumbling with 3-digit numbers. At what grade level is he working and what is one thing you could do to help him?

Alden, a first-grader, counts 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 11, 14, 18. Is Alden on grade level? What do you do to help him?

Martha, a fourth-grader, is having trouble answering questions about probability. For example, if all the days of the week are written on slips of paper and placed into a container, she does not understand that there is always a one in seven chance that she will pick Friday. Is Martha on grade level and what can you do to help her?

Third-grader Brendan has trouble creating repeating patterns. Is Brendan on grade level? What could you do to help him?

Page 54

RSU 13 Appendix B 2014-2015

Everyday Math Section that does not meet grade level standards

Actually meets…. Everyday Math Supplements

Kindergarten 6.1, 6.2, 6.8, 7.1, 8.16 2nd grade money

1st Grade2.8-2.10, 3.11-3.13, 6.9-6.11

3.1-3.6, 4.1

2nd grade money

2nd grade skip counting

2nd Grade

5.2, 5.4-5.6

5.8

8.3, 8.5, 8.6, 8.7, 8.8

9.4-9.10

11.7-11.10

3rd grade shapes

4th grade symmetry

3rd grade fractions

3rd measurement

3rd grade multiplication

Money supplement in 1st grade 2.8-2.10 or Kindergarten 6.1, 6.2, 6.8, 7.1, 8.16

Skip counting supplement in 1st grade 3.1-3.6

3rd Grade

3.9

5.1, 5.3, 5.4, 5.5, 5.11

6.1, 6.2, 6.3, 6.7, 6.9, 6.10, 6.11, 6.12

7.9

8.2

9.12, 9.13

10.1, 10.2

Circles

2nd grade Place Value

5th grade geometry

6th grade ratios

6th grade

4th grade

5th grade

Shapes supplement in 2nd grade, 5.2, 5.4-5.6

Fractions supplement in 2nd grade, 8.3, 8.5, 8.6, 8.7, 8.8, 4th grade 7.1

Measurement supplement in 2nd grade 9.4-9.10

Multiplication supplement in 2nd grade 11.7-11.10, 3rd grade, 3.5

Page 55




4th Grade

1.5-1.8 do not meet CCSS, save for end of year

2.6

3.5

3.10

4.7 not addressed in graduation standards, supplemental

6.8

6.9 Not CCSS

7.1

7.3, 7.11

7.7, 7.10

6th grade statistics

3rd grade algebra, unknowns

5th grade algebra, function rule

5th grade geometry, coordinate plane

3rd grade fractions

7th grade probability

5th grade fractions

Symmetry supplement in 2nd grade 5.8

Factors supplement in 5th grade 1.2, 1.3, 1.6

Geometry supplement in 5th grade 3.3, 3.4, 3.9

5th Grade

1.2, 1.3, 1.4, 1.5, 1.6

3.3, 3.4, 3.9

5.9, 5.10, 5.11 are not apart of CCSS

6.3, 6.4, 6.5, 6.6

7.7, 7.8, 7.9, 7.11

8.9, 8.10

10.8, 10.9

12.2-12.8

4th grade factors

4th grade geometry

6th grade statistics

6th grade integers

7th grade proportions

7th grade circle geometry

7th grade probability and ratios

Function rule supplement in 4th grade, 3.10

Geometry, coordinate plane supplement in 4th grade 6.8

Fractions supplement in 4th grade 7.7, 7.10

Page 56




6th Grade Thematics

Statistics supplement in 5th grade, 6.3, 6.4, 6.5, 6.6; 3rd grade 2.6

Integers supplement in 5ht grade 7.7, 7.8, 7.9, 7.11

7th Grade Thematics

Proportions supplement in 5th grade 8.9, 8.10

Circle geometry supplement in 5th grade 10.8, 10.9

Probability and ratios supplement in 5th grade 12.2-12.8, 4th grade 7.3

Page 57


Investigation Section that does not meet grade level standards Actually meets…. Investigations Supplements

Kindergarten Unit 3, Investigations 1, 2 and 3 is supplemental, it does not meet CCSS

1st Grade

U7, Investigations 1 and 2 do not meet CCSS UNLESS you use Common Core Adaptations in the table of contents online planner

U8, Inv 22nd grade skip counting

2nd Grade

U2, 3.1-3.5 Skip

U4, 1.1, 1.2 gathering data meets CCSS, but venn diagrams do not

U4, 1.3, 1.4, 1.6 Skip

Skip counting supplement in 1st grade U8, Inv 2

Time to 5 minutes supplement in 3rd grade 10 minute math activities

3rd Grade

Unit 9, Inv 1, 2 and 3 5th Grade geometry Perimeter and area supplement in Grade 5, U5: Inv 2 and 3

4th Grade

U2, Inv 3

U7, Inv 1 and 2 SKIP

U7, Inv 3

7th Grade probability

5th Grade geometry, volume

Perimeter and area supplement in Grade 5, U5: Inv 2 and 3

5th GradeUnit 5, Investigations 2 and 3

Unit 9: Investigations 1, 2, and 3

3rd and 4th grade perimeter and area

6th grade statistics and probability

Solids geometry supplement in 3rd grade Unit 9, investigations 1, 2 and 3 and 4th grade U7, Inv 3

Page 58


Investigation Section that does not meet grade level standards Actually meets…. Investigations Supplements

6th Grade CMP

Statistics and probability supplement in Grade 5, U9: Inv 1, 2, and 3

7th Grade CMP Probability supplement in 4th grade U2, Inv 3

Page 59

Documents

Perform operations with multi-digit whole numbers and with ... Web viewCompose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings,