· Web viewStudents will understand and will be able to apply knowledge on the following topics: exponents and powers of 10, place-value relationships, using place value to read

Access PointsScope & Sequence Focus Calendar

Math: 3-5

Unit

Blueprint Overview Focus Access Points Assessed Weekly Assignments

Unit 1

Addition/Subtraction

OVERVIEW: Students will deepen their understanding of place value in both whole numbers and decimals.

Students will understand and will be able to apply knowledge on the following topics: exponents and powers of 10, place-value relationships, using place value to read and write whole numbers and decimals, and comparing and rounding decimals.

Number and Operations in Base Ten

MAFS.3.NBT.1.AP.1a Use place value to round to the nearest 10 or 100.

MAFS.3.NBT.1.AP.2a Use the relationships between addition and subtraction to solve problems.

MAFS.3.NBT.1.AP.2b Solve multi-step addition and subtraction problems up to 100.

MAFS.4.NBT.1.AP.1a Compare the value of a digit when it is represented in a different place of two three-digit numbers (e.g., The digit 2 in 124 is ten times the digit 2 in 472).

MAFS.4.NBT.1.AP.2a Compare multi-digit numbers.

MAFS.4.NBT.1.AP.2b Write or select the expanded form for a multi-digit number.

MAFS.4.NBT.1.AP.2c Understand the role of commas to read

Weekly Assignment 1: Determine place value of digits (ones, tens and hundredths

(MAFS.3.NBT.1.AP.1a, MAFS.4.NBT.1.AP.2b MAFS.5.NBT.1.AP.4a)

Weekly Assignment 2: Using a hundreds chart or number line round to any place.

(MAFS.3.NBT.1.AP.1a, MAFS.4.NBT.1.AP.3a MAFS.5.NBT.1.AP.4c)

Weekly Assignment 3: Use =, <, or > to compare two decimals

(decimals in multiples of 10).

(MAFS.4.NF.3.AP.7a, MAFS.5.NBT.1.AP.3b)

They will also use place value to compare and round multi-digit numbers.

Essential Understanding (Concrete)

Students will write the numbers 1-20.

Students will count by 10’s up to 100.

Students will count to 120.

Students will number a set of objects.

and write numerals between 1,000 and 1,000,000.

MAFS.4.NBT.1.AP.3a Use a hundreds chart or number line to round to any place (i.e., ones, tens, hundreds, thousands).

MAFS.4.NBT.2.AP.4a Solve multi-digit addition and subtraction problems within 1,000.

MAFS.5.NBT.1.AP.1a Compare the value of a number when it is represented in different place values of two three-digit numbers.

MAFS.5.NBT.1.AP.2a Identify what an exponent represents (e.g., 10³= 10X10X10).

MAFS.5.NBT.1.AP.2b Identify the direction the decimal point will move when multiplying or dividing by a multiple of 10.

MAFS.5.NBT.1.AP.3a Read, write, or select a decimal to the hundredths place.

MAFS.5.NBT.1.AP.3b Compare two decimals to the hundredths place, whose values are less than 1.

MAFS.5.NBT.1.AP.4a Round decimals to the next whole

Round multi-digit whole numbers to any place using place value.

Essential Understanding (Representation)

Students will recognize that in a multi-digit number, a digit in the 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.

Students will use knowledge of base ten and place value to round decimals to any place.

number.

MAFS.5.NBT.1.AP.4b Round decimals to the tenths place.

MAFS.5.NBT.1.AP.4c Round decimals to the hundredths place.

MAFS.5.NBT.2.AP.7a Solve one-step problems using decimals.

Numbers and Operations- Fractions

MAFS.4.NF.3.AP.6c Read, write, or select decimals to the tenths place.

MAFS.4.NF.3.AP.6d Read, write, or select decimals to the hundredths place.

MAFS.4.NF.3.AP.7a Use =, <, or > to compare two decimals (decimals in multiples of .10).

MAFS.4.NF.3.AP.7b Compare two decimals expressed to the tenths place with a value of less than 1 using a visual model.

MAFS.4.NF.3.AP.7c Compare two decimals expressed to the hundredths place with a value of less than 1 using a visual model.

Students will recognize that a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Essential Questions

How are whole numbers and decimals written, compared, and ordered?

How are greater numbers written?

How can whole numbers be compared?

How are place values related?

Mathematical Practices

Operations and Algebraic Thinking

MAFS.3.OA.1.AP.1a Find the total number inside an array with neither number in the columns or rows greater than five.

MAFS.3.OA.1.AP.1b Solve multiplication problems with neither number greater than five.

MAFS.3.OA.1.AP.1c Use objects to model multiplication involving up to five groups with up to five objects in each.

MAFS.3.OA.1.AP.2a Determine the number of sets of whole numbers, five or less, that equal a dividend.

MAFS.3.OA.1.AP.2b Use objects to model division situations involving up to five groups, with up to five objects in each group, and interpret the results.

MAFS.3.OA.4.AP.9a Identify and describe the rule for a numerical pattern where numbers increase by 2, 5 or 10.

MAFS.4.OA.1.AP.3a Solve and check one- or two-step word problems requiring the four operations within 100.

MAFS.4.OA.1.AP.ba Find the unknown number in an equation (+, -) relating four whole numbers.

MAFS.K12.MP.6.1

● Attend to precision.

MAFS.K12.MP.7.1

● Look for and make

use of structure.MAFS.K12.MP.3.1

● Construct viable

arguments and critique the reasoning of others.

MAFS.K12.MP.4.1

● Model with

mathematics.

Unit 2

Multiplication

OVERVIEW: Students will develop a conceptual understanding of the relationship between multiplication and division by working with numbers





MAFS.3.OA.1.AP.2a Determine the number of sets of whole

Weekly Assignment 4: Solve for the total number inside an array with neither number in the columns or rows greater than five.

(MAFS.3.OA.1.AP.1a)

Weekly Assignment 5: Model multiplication involving up to five groups with up to five objects in each.

(MAFS.3.OA.1.AP.1c,

with which they are more familiar with, as well as with numbers in which they can easily utilize skip counting.

Students will focus on interpreting the meaning of multiplication and division, and using patterns to build fluency with multiplication facts.

Students will be able to multiply by one-digit numbers by using strategies.


Students will multiply and divide within 100.

Students will determine which operation (multiplication or division) is needed to determine the unknown whole number.

numbers, five or less, that equal a dividend.


MAFS.3.OA.1.AP.3a Solve and check one- or two-step word problems requiring multiplication or division with the product or quotient up to 50.

MAFS.3.OA.2.AP.5a Recognize multiplication as communicative and associative.


MAFS.3.OA.4.AP.9b Select or name the three next terms in a numeral pattern where numbers increase by 2, 5, or 10.

MAFS.3.OA.4.AP.9c Identify multiplication patterns in a real-world setting.



MAFS.4.NBT.2.AP.5a)

Weekly Assignment 6: Recognize multiplication as communicative and associative.

(MAFS.3.OA.2.AP.5a, MAFS.4.OA.1.AP.ba)

Weekly Assignment 7: Solve a one-step word problem using multiplication.

(MAFS.3.OA.1.AP.3a, MAFS.4.OA.1.AP.3a)

Weekly Assignment 8: Solve a one- or two step word problem using multiplication.



Students will represent powers of 10 using whole number exponents.

Students will know multiplication strategies.

Students will interpret a multiplication equation as a comparison.

Students will represent verbal statements of multiplicative comparisons as multiplication equations.

Students will multiply two two-digit numbers.

Students will find the product of multiple groups of objects.


MAFS.3.NBT.1.AP.3a Multiply one-digit numbers by 10, 20, and 50.

MAFS.4.NBT.2.AP.5a Solve a two-digit by one-digit whole number multiplication problem using two different strategies.



MAFS.5.NBT.2.AP.5a Fluently multiply two-digit numbers.


Students will know what the numbers in a multiplication problem represent.

Essential Questions

What are the standard procedures for estimating and finding products of multi-digit numbers?

How can you multiply by multiples of 10, 100, and 1,000?

How can you estimate when you multiply?


MAFS.K12.MP.1.1

● Make sense of

problems and persevere

MAFS.K12.MP.3.1

● Construct viable

arguments and critique the reasoning of others.

MAFS.K12.MP.7.1

● Look for and make

use of structure.in solving them.

Unit 3 Operations and Algebraic Thinking

MAFS.3.OA.1.AP.3a Solve and check one- or two-step word

Weekly Assignment 9: Describe the rule for a numerical pattern where numbers increase

Division

OVERVIEW: Students will develop a conceptual understanding of how multiplication and division are related. They will use known multiplication facts to find unknown division facts.

Students will use mental math, place value strategies, compatible numbers, and partial quotient to solve division problems and interpret the remainder.

Students will gain a deep understanding of whole number division as they use strategies based on place value, the properties of operations, and/or the relationship between multiplication and division, as well as models to solve division problems.

problems requiring multiplication or division with the product or quotient up to 50.

MAFS.3.OA.1.AP.4a Find the unknown number in a multiplication equation.


MAFS.3.OA.2.AP.6a Model division as the inverse of multiplication for quantities less than 10.

MAFS.3.OA.3.AP.7a Fluently multiply and divide within 20.

MAFS.3.OA.3.AP.7b Fluently multiply 2, 5 or 10 within 100.

MAFS.3.OA.3.AP.7c Fluently divide by 2, 5, or 10 using dividends within 100 that are multiples of 2, 5, or 10.




by 2, 5 or 10.

(MAFS.3.OA.4.AP.9a)

Weekly Assignment 10: Model division as the inverse of multiplication for quantities less than 10.

(MAFS.3.OA.2.AP.6a)

Weekly Assignment 11: Use objects to model multiplication and write equations to represent the model.

(MAFS.4.OA.1.AP.1a)

Weekly Assignment 12: Determine whether an equation with quantities less than 100 is true or false.

(MAFS.4.OA.1.AP.2b)

Weekly Assignment 13: Find a whole number quotient.

(MAFS.5.NBT.2.AP.6a)


Students will multiply and divide within 100.

Students will determine which operation (multiplication or division) is needed to determine the unknown whole number.

Students will solve to find the unknown whole number in a multiplication or division equation.


Students will identify the multiplication problem as related to the division problem.

MAFS.4.OA.1.AP.1a Use objects to model multiplication involving up to five groups with up to five objects in each and write equations to represent the models.

MAFS.4.OA.1.AP.aa Determine whether an equation with quantities less than 100 is true or false.

MAFS.4.OA.1.AP.2a Solve multiplicative comparisons with an unknown using up to two-digit numbers with information presented in a graph or word problem (e.g., an orange hat costs $3. A purple hat costs two times as much. How much does the purple hat cost? [3 x 2 = p]).

MAFS.4.OA.1.AP.2b Determine the number of sets of whole numbers, ten or less, that equal a dividend.




MAFS.4.NBT.2.AP.5a Solve a two-digit by one-digit whole

Students will identify the unknown factor in the related multiplication problem.

Students will recognize multiplication and division as related operations.

Essential Questions

How can unknown division facts be found using known multiplication facts?

How can mental math be used to divide?

How can quotients be estimated?

number multiplication problem using two different strategies.

MAFS.4.NBT.2.AP.6a Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors, using two different strategies.



MAFS.5.NBT.2.AP.6a Find whole number quotients up to two dividends and two divisors.

MAFS.5.NBT.2.AP.6b Find whole number quotients of whole numbers with up to two-digit dividends and two-digit divisors.


What are strategies for dividing?

What is the meaning of a remainder in a division problem?

What is the standard procedure for division and why does it work?


MAFS.K12.MP.1.1

● Make sense of

problems and persevere in solving them.

MAFS.K12.MP.2.1

● Reason abstractly

and quantitatively. MAFS.K12.MP.5.1

● Use appropriate

tools strategically.

Unit 4

Fractions

OVERVIEW: Students will explore fractions through various outlets using language like whole, half, third, fourth, etc. Students will explore adding and subtracting fractions. Students will go over denominator and numerator.


Students will identify parts of a whole.

Students will use fractions, decimals and percentages in real-world situations.


MAFS.3.NF.1.AP.1a Identify the number of highlighted parts (numerator) of a given representation (rectangles and circles).

MAFS.3.NF.1.AP.1b Identify the total number of parts (denominator) of a given representation (rectangles and circles).

MAFS.3.NF.1.AP.1c Identify the fraction that the representation of partitioned rectangles and circles into halves, fourths, thirds, and eighths.

MAFS.3.NF.1.AP.2a Locate given common unit fractions (i.e., 1/2, 1/4) on a number line or ruler.

MAFS.3.NF.1.AP.3a Identify equivalent fractions on a number line divided into fourths and halves within 3 units.

MAFS.4.NF.1.AP.1a Determine equivalent fractions using visual fraction models and a number line.

MAFS.4.NF.1.AP.2a Use =, <, or > to compare two fractions (fractions with a denominator or 10 or less).

MAFS.4.NF.1.AP.2b Compare 2 given fractions that have different denominators.

Weekly Assignment 14: Identify a numerator of a given representation.

(MAFS.3.NF.1.AP.1a)

Weekly Assignment 15: Identify a numerator and denominator of a given representation.

(MAFS.3.NF.1.AP.1b)

Weekly Assignment 16: Determine equivalent fractions using visual fraction models and a number line.

(MAFS.3.NF.1.AP.3a, MAFS.4.NF.1.AP.1a, MAFS.5.NF.1.AP.2a)

Students will use pictures to create fractions.

Students will identify a whole, half, third, quarter.

Students will identify equal and unequal parts.

Students will describe decimals as an extension of the base ten model.

Students will identify numerator and denominator.

Students will identify equivalent fractions and decimals.

MAFS.4.NF.2.AP.3a Using a representation, decompose a fraction into multiple copies of a unit fraction (e.g., 3/4 = 1/4 + 1/4+ 1/4).

MAFS.4.NF.2.AP.3b Add and subtract fractions with like denominators (2, 3, 4 or 8) using representations.

MAFS.4.NF.2.AP.3c Solve word problems involving addition and subtraction of fractions with like denominators (2, 3, 4 or 8).

MAFS.4.NF.2.AP.4a Multiply a fraction by a whole number using a visual fraction model.

MAFS.5.NF.1.AP.1a Add and subtract fractions with like denominators with sums greater than 1 represented by mixed numbers using visual fraction models.

MAFS.5.NF.1.AP.1b Add or subtract fractions with unlike denominators within one whole unit on a number line.

MAFS.5.NF.1.AP.2a Solve word problems involving the addition and subtraction of fractions using visual fraction models.

MAFS.5.NF.2.AP.3a Divide unit fractions by whole numbers and whole numbers by unit fractions using visual fraction


Students will compare numbers in various forms (ratios, decimals, fractions).

Students will identify relationships between numbers (proportions, probability, Greater than, Less than).

Students will order fractions, decimals and percent on a number line.

Students will explore Least Common Denominator to find fraction equivalence.

Essential Questions

How do we identify and use the numerator and

models.

MAFS.5.NF.2.AP.4a Multiply a fraction by a whole or mixed number using visual fraction models.

MAFS.5.NF.2.AP.5a Determine whether the product will increase or decrease based on the multiple using visual fraction models.


MAFS.5.NF.2.AP.7a Divide unit fractions by whole numbers and whole numbers by unit fractions using visual fraction models.

Geometry

MAFS.3.G.1.AP.2a Partition a rectangle into equal parts with equal area.

denominator?

Where do we see percentage in the real world?

Where in the real world do we use fractions?

How does placement of the decimal point effect the place value?

How are fractions, decimal, and percent related?

Why is it important to know equal and unequal parts?

Measurement and Data

MAFS.3.MD.2.AP.4a Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

MAFS.3.MD.2.AP.4b Organize measurement data into a line plot.

MAFS.4.MD.1.AP.2a Solve word problems involving distance using line plots.

MAFS.4.MD.2.AP.4a Solve problems involving addition and subtraction of fractions with like denominators (2, 4, and 8) by using information presented in line plots.

Why does understanding place value help when adding and subtracting fractions?


MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.

*Explain both what to do

and why it works.

*Work to make sense of

others’ mathematical

thinking.

Unit 5

Geometry

OVERVIEW: Students will explore the names of different 3D shapes and their attributes. They will also compare 3D shapes by their attributes.

Students will find perimeter.

Students will be able to identify line of symmetry.

Geometry

MAFS.3.G.1.AP.1a Identify the attributes of quadrilaterals.

MAFS.3.G.1.AP.1b Identify different examples of quadrilaterals.

MAFS.4.G.1.AP.1a Identify a point, line and line segment and rays in two-dimensional figures.

MAFS.4.G.1.AP.1b Identify perpendicular and parallel lines


Students will identify 3D shapes in an environment (cone, cube, and cylinder).

Students will identify circumference, radius, diameter, and arc.

Students will find semi- circle in an environment.

Students will sort and describe attributes of various 3D shapes.


in a two-dimensional figure.

MAFS.4.G.1.AP.1c Identify an angle in a two-dimensional figure.

MAFS.4.G.1.AP.2a Identify and sort objects based on parallelism, perpendicularity, and angle type.

MAFS.4.G.1.AP.3a Identify figures that have a line of symmetry.

MAFS.5.G.2.AP.3a Recognize properties of simple plane figures using polygon-shaped manipulatives.

MAFS.5.G.2.AP.4a Use polygon-shaped manipulatives to classify and organize two-dimensional figures into Venn diagrams based on the attributes of the figures.


MAFS.3.MD.3.AP.7a Use tiling and addition to determine area.

MAFS.3.MD.4.AP.8a Use addition to find the perimeter of a rectangle.

Weekly Assignment 17: Identify attributes and different examples of quadrilaterals

(MAFS.3.G.1.AP.1b)

Weekly Assignment 18: Use addition to find the perimeter of a rectangle.

(MAFS.3.MD.4.AP.8a)

Weekly Assignment 19: Identify figures that have a line of symmetry.

(MAFS.4.G.1.AP.3a)

Weekly Assignment 20:

Classify and organize two- dimensional

Students will compare circumference and diameter.

Students will compare volume in 2 shapes and what happens if size changes.

Students will explain relationships between 3D shapes.

Students will compare circumferences of different circles.

Students will partition circles into specified sections.

Essential Questions

How can you identify 3D shapes?

MAFS.4.MD.3.AP.5a Identify an angle in a two-dimensional figure.

MAFS.4.MD.3.AP.6a Sketch angles of specific measures.

MAFS.4.MD.3.AP.6b Identify types of angles.

MAFS.4.MD.3.AP.7a Find sums of angles that show a ray (adjacent angles).



figures into a diagram.

(MAFS.4.G.1.AP.2a, MAFS.5.G.2.AP.4a)

How do circumference, diameter and radius relate to each other?

How do we sort 3D shapes?

Why do we need to know volume?

How can you describe 3D shapes in the real world?

How are 2D and 3D shapes related?

How can use create a new 3D shape?


MAFS.K12.MP.4.1

Model with mathematics.

*Apply math to real-

World situations.

*Use models such as

graphs, drawings, tables,

symbols, numbers and

diagrams to solve

problems.

MAFS.K12.MP.7.1

Look for and make use of structure.

*Find, extend, analyze

and create patterns.

*Use patterns and

structure to solve

problems.

Unit 6

Area/Conversion

MEASUREMENT OVERVIEW: Students will use various measuring tools like a ruler and a measuring cup as well as nontraditional tools like string or a cup to learn about measurement and its units.


Students will choose an appropriate measuring tool.

Students will estimate the measure of various objects.


MAFS.3.MD.3.AP.5a Use tiling to determine area.

MAFS.3.MD.3.AP.6a Measure area of rectangles by counting unit squares.


MAFS.4.MD.1.AP.1a Within a system of measurement, identify the number of smaller units in the next larger unit.

MAFS.4.MD.1.AP.1b Complete a conversion table for length and mass within a single system.


MAFS.4.MD.1.AP.3a Solve word problems involving perimeter and area of rectangles using specific visualizations/drawings and numbers.

MAFS.5.MD.1.AP.1a Convert standard measurements of time


Use units of time to solve real-world problems (i.e., write your daily school or home schedule with times)

(MAFS.5.MD.1.AP.1a)


Use standard measurements of length to solve real-world problems.

(MAFS.4.MD.1.AP.1a, MAFS.5.MD.1.AP.1b)

Students will use the appropriate measuring tool when solving problems.

Students will identify types of graphs.

Students will identify the separate elements of a graph.


Students will compare lengths, height, and weights using words like longer, shorter, heavier, lighter etc.

Students will order objects by their length.

to solve real-world problems.

MAFS.5.MD.1.AP.1b Convert standard measurements of length to solve real-world problems.

MAFS.5.MD.1.AP.1c Convert standard measurements of mass to solve real-world problems.





MAFS.5.NBT.2.AP.5a Fluently multiply two-digit numbers.

MAFS.5.NBT.2.AP.6a Find whole number quotients up to two dividends and two divisors.

MAFS.5.NBT.2.AP.6b Find whole number quotients of whole numbers with up to two-digit dividends and two-digit divisors.

Students will use measurements to complete formulas to find area, perimeter etc.

Students will create a graph to represent a real-world situation.

Students will draw and interpret graphs of relations.

Students will compare mean, median, and modes.

Students will collect and organize data.

Essential Questions

How can we use measurement in our daily lives?






How can we tell which of the two objects is longer than the other?

How do we compare, order, and measure length, height and weight?

How do we know which tool to use?

Why do we estimate measurement?

When do we estimate measurement?

How can we collect data?

What type of data can you collect?

How do tables help us organize data?

How do we choose the appropriate graph for situation?

Why is it important to label graphs?

How can graphing data help analyze it?

Why do we use central tendency?


MAFS.K12.MP.5.1

Use appropriate tools strategically.

*Choose appropriate tools

for your problem.

*Use mathematical tools

correctly and efficiently.

*Estimate and use what

you know to check the

answers you find using

tools.

MAFS.K.12.MP.6.1 Attend to precision.

*Communicate your

mathematical thinking

clearly and precisely.

*Use the level of

precision you need for

your problem.

*Be accurate when you

count, measure and

calculate.

Unit 7

Mixed Math

MEASUREMENT OVERVIEW

Students will use various measuring tools like a ruler and a measuring cup as well as nontraditional tools like string or a cup to learn about measurement and its units.

GRAPHS OVERVIEW Students will learn to collect data and how to organize it in various graphs: Bar, Circle, Line,


MAFS.3.MD.1.AP.1a Solve word problems involving the addition and subtraction of time intervals of whole hours or within an hour (whole hours: 5:00 to 8:00, within hours: 7:15 to 7:45) on a number line.

MAFS.3.MD.1.AP.1b Determine the equivalence between the number of minutes and the number of hours (e.g., 60 minutes = 1 hour) on a number line.

MAFS.3.MD.1.AP.2c Add to solve one-step word problems involving liquid volume and mass.

MAFS.3.MD.1.AP.2d Estimate liquid volume and mass.

MAFS.3.MD.2.AP.3a Collect data and organize into a picture or bar graph.

MAFS.3.MD.2.AP.3b Select the appropriate statement that compares the data representations based on a given graph (picture, bar, line plots).

Weekly Assignment 23: Solve word problems involving the addition and subtraction of time intervals of whole hours.

(MAFS.3.MD.1.AP.1a)

Weekly Assignment 24: Model multiplication involving up to five groups with up to five objects in each.

(MAFS.3.OA.1.AP.1c, MAFS.4.NBT.2.AP.5a)

Weekly Assignment 25: Identify multiples for a whole number.


Weekly Assignment 26: Collect and graph data on a line plot.

(MAFS.3.MD.2.AP.3b,

and Picture. Students will then analyze the collected data to answer questions.


Students will choose an appropriate measuring tool.

Students will estimate the measure of various objects.

Students will use the appropriate measuring tool when solving problems.

Students will identify types of graphs.

Students will identify the separate elements of a graph.


MAFS.5.MD.2.AP.2a Collect and graph fractional data on a line plot (e.g., length of each person’s pencil in classroom, hours of exercise each week).

MAFS.5.MD.3.AP.4a Determine the volume of a rectangular prism built by “unit cubes.”

MAFS.5.MD.3.AP.5a Use multiplication to represent each layer of the rectangular prism.

MAFS.5.MD.3.AP.5b Use addition to determine the length, width, and height.

MAFS.5.MD.3.AP.5c Connect the layers to the dimensions and multiply to find the volume of the rectangular prism.



MAFS.3.OA.4.AP.8a Solve and check one-step word problems using the four operations within 100.

MAFS.4.MD.1.AP.2a, MAFS.5.MD.2.AP.2a)

Weekly Assignment 27: Graph ordered pairs. (coordinate)

(MAFS.5.G.1.AP.1a, MAFS.5.G.1.AP.1b, MAFS.5.G.1.AP.1c))


Students will compare lengths, height, and weights using words like longer, shorter, heavier, lighter etc.

Students will order objects by their length.

Students will use measurements to complete formulas to find area, perimeter etc.

Students will create a graph to represent a real-world situation.

Students will draw and interpret graphs of relations.

MAFS.4.OA.2.AP.4a Identify multiples for a whole number (e.g., The multiples of 2 are 2, 4, 6, 8, 10…).

MAFS.4.OA.2.AP.4b Identify factors of whole numbers within 30.

MAFS.4.OA.3.AP.5a Generate a pattern when given a rule.

MAFS.4.OA.3.AP.5b Extend a numerical pattern when the rule is provided.

MAFS.5.OA.1.AP.1a Evaluate a simple expression involving one set of parenthesis.

MAFS.5.OA.1.AP.2a Write a simple expression for a calculation.

MAFS.5.OA.2.AP.3a Given two pattern descriptions involving the same context (e.g., collecting marbles), determine the first five terms and compare the values.

MAFS.5.OA.2.AP.3b Graph ordered pairs on a coordinate plane when given a table that follows patterns rules.

Students will compare mean, median, and modes.

Students will collect and organize data.

Essential Questions

How can we use measurement in our daily lives?

How can we tell which of the two objects is longer than the other?

How do we compare, order, and measure length, height and weight?

How do we know which tool to use?




MAFS.4.NF.3.AP.5a Find the equivalent fraction with denominators that are multiples of 10.






Why do we estimate measurement?

When do we estimate measurement?

How can we collect data?

What type of data can you collect?

How do tables help us organize data?

How do we choose the appropriate graph for situation?

Why is it important to label graphs?

How can graphing data



Geometry

MAFS.5.G.1.AP.1a Locate the x- and y-axis on a coordinate plane.

MAFS.5.G.1.AP.1b Locate points on a coordinate plane.

MAFS.5.G.1.AP.1c Graph ordered pairs (coordinates).

MAFS.5.G.1.AP.2a Find a location on a map using given coordinates.

help analyze it?

Why do we use central tendency?


MAFS.K12.MP.5.1

Use appropriate tools strategically.

*Choose appropriate tools

for your problem.

*Use mathematical tools

correctly and efficiently.

*Estimate and use what

you know to check the

answers you find using

tools.

MAFS.K.12.MP.6.1

Attend to precision.

*Communicate your

mathematical thinking

clearly and precisely.

*Use the level of

precision you need for

your problem.

*Be accurate when you

count, measure and

calculate.

Unit 8

Decimals

OVERVIEW: Students will explore decimals through various outlets using language like whole number, tenths, hundredths, place value, etc.





MAFS.3.NBT.1.AP.1a Use place value to round to the nearest 10 or 100.

MAFS.3.NBT.1.AP.2a Use the relationships between addition and subtraction to solve problems.

MAFS.3.NBT.1.AP.2b Solve multi-step addition and subtraction problems up to 100.


MAFS.4.NBT.1.AP.3a Use a hundreds chart or number line to round to any place (i.e., ones, tens, hundreds, thousands).


MAFS.5.NBT.1.AP.3a Read, write, or select a decimal to the hundredths place.

Weekly Assignment 28: Round to the nearest 10 or 100.

(MAFS.3.NBT.1.AP.1a, MAFS.4.NBT.1.AP.3a, MAFS.5.NBT.1.AP.4a)

Weekly Assignment 29: Read, write and/or select decimals to the hundredth place.

(MAFS.4.NF.3.AP.6d, MAFS.5.NBT.1.AP.3a)

Weekly Assignment 30: Compare 2 decimals to the tenths and hundredth place.

(MAFS.4.NF.3.AP.7b, MAFS.5.NBT.1.AP.3b)


Students will identify equivalent decimals.





MAFS.5.NBT.1.AP.3b Compare two decimals to the hundredths place, whose values are less than 1.

MAFS.5.NBT.1.AP.4a Round decimals to the next whole number.

MAFS.5.NBT.1.AP.4b Round decimals to the tenths place.

MAFS.5.NBT.1.AP.4c Round decimals to the hundredths place.


Number and Operations - Fractions

MAFS.4.NF.3.AP.6a Identify the equivalent decimal form for a benchmark fraction.

MAFS.4.NF.3.AP.6b Match a fraction (with a denominator of 10 or 100) with its decimal equivalent (5/10 = 0.5).




Essential Questions

How can you locate points on a number line?

How do you compare decimals?








and why it works.



thinking.

Unit 9


OVERVIEW: Students will develop a deep understanding of the concept of area. Students will begin with concrete models and then move to pictorial and abstract models. Students come to understand how area is related to multiplication and addition.

Students will find the unknown base or height of a rectangle using the known area or perimeter.

Essential Understanding

MAFS.3.MD.1.AP.2c Add to solve one-step word problems involving liquid volume and mass.


MAFS.3.MD.1.AP.1a Solve word problems involving the addition and subtraction of time intervals of whole hours or within an hour (whole hours: 5:00 to 8:00, within hours: 7:15 to 7:45) on a number line.

MAFS.3.MD.1.AP.1b Determine the equivalence between the number of minutes and the number of hours (e.g., 60 minutes = 1 hour) on a number line.

MAFS.3.MD.1.AP.2a Select the appropriate tool for the measurement of liquid volume and mass.

MAFS.3.MD.1.AP.2b Select appropriate units for measurement involving liquid volume and mass.

MAFS.3.MD.1.AP.2c Add to solve one-step word problems

Weekly Assignment 31: Estimate liquid volume and mass.

(MAFS.3.MD.1.AP.2d, MAFS.5.MD.3.AP.3a)

(Concrete)

Students will be able to describe the meaning of volume and determine the volume of a prism.

Students will recognize that volume is the measurement of the space inside a solid three-dimensional figure.

Students will develop volume formula for a rectangle prism by multiplying the height by the area of the base, or when multiplying the edge lengths (L x W x H).

Essential Understanding

involving liquid volume and mass.


MAFS.3.MD.2.AP.3a Collect data and organize into a picture or bar graph.

MAFS.3.MD.2.AP.3b Select the appropriate statement that compares the data representations based on a given graph (picture, bar, line plots).

MAFS.3.MD.2.AP.4a Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

MAFS.3.MD.2.AP.4b Organize measurement data into a line plot.

MAFS.3.MD.3.AP.5a Use tiling to determine area.

MAFS.3.MD.3.AP.6a Measure area of rectangles by counting unit squares.


MAFS.3.MD.4.AP.8a Use addition to find the perimeter of a

Weekly Assignment 32: Find the perimeter.

(MAFS.3.MD.4.AP.8a, MAFS.4.MD.1.AP.3a)

(Representation)

Students will find equivalences in units of measure and apply it to area and perimeter.

Students will identify various formulas for area, perimeter, circumference and volume.

Essential Questions

How can area be measured and found?

What is the meaning of volume of a solid?

How can the volume of a rectangular prism be found?

rectangle.

MAFS.3.MD.4.AP.8b Draw different rectangles with the same area but different perimeters on graph paper.

MAFS.4.MD.1.AP.1a Within a system of measurement, identify the number of smaller units in the next larger unit.

MAFS.4.MD.1.AP.1b Complete a conversion table for length and mass within a single system.


MAFS.4.MD.1.AP.3a Solve word problems involving perimeter and area of rectangles using specific visualizations/drawings and numbers.

MAFS.4.MD.2.AP.4a Solve problems involving addition and subtraction of fractions with like denominators (2, 4, and 8) by using information presented in line plots.

MAFS.4.MD.3.AP.5a Identify an angle in a two-dimensional figure.


MAFS.5.MD.3.4

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. [procedural skill and fluency]

• Measure volume by counting unit cubes, cubic cm, cubic in, cubic ft, and improvised units.

MAFS.4.MD.1.3

Apply the area and perimeter formulas for rectangles in real world and mathematical

MAFS.4.MD.3.AP.6a Sketch angles of specific measures.

MAFS.4.MD.3.AP.6b Identify types of angles.

MAFS.4.MD.3.AP.7a Find sums of angles that show a ray (adjacent angles).

MAFS.5.MD.1.AP.1a Convert standard measurements of time to solve real-world problems.

MAFS.5.MD.1.AP.1b Convert standard measurements of length to solve real-world problems.

MAFS.5.MD.1.AP.1c Convert standard measurements of mass to solve real-world problems.

MAFS.5.MD.2.AP.2a Collect and graph fractional data on a line plot (e.g., length of each person’s pencil in classroom, hours of exercise each week).

MAFS.5.MD.3.AP.3a Use packing to recognize volume of a solid figure.

MAFS.5.MD.3.AP.4a Determine the volume of a rectangular prism built by “unit cubes”.

MAFS.5.MD.3.AP.5a Use multiplication to represent each

problems.

• For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Unit 4R

Fractions

OVERVIEW: Students will explore fractions through various outlets using language like whole,

layer of the rectangular prism.

MAFS.5.MD.3.AP.5b Use addition to determine the length, width, and height.

MAFS.5.MD.3.AP.5c Connect the layers to the dimensions and multiply to find the volume of the rectangular prism.

half, third, fourth, etc.


Students will identify parts of a whole.


Students will use pictures to create fractions.

Students will identify a whole, half, third, quarter.




MAFS.3.NF.1.AP.1a Identify the number of highlighted parts (numerator) of a given representation (rectangles and circles).

MAFS.3.NF.1.AP.1b Identify the total number of parts (denominator) of a given representation (rectangles and circles).

MAFS.3.NF.1.AP.1c Identify the fraction that matches the representation of partitioned rectangles and circles into halves, fourths, thirds, and eighths.

MAFS.3.NF.1.AP.2a Locate given common unit fractions (i.e., 1/2, 1/4) on a number line or ruler.

MAFS.3.NF.1.AP.3a Identify equivalent fractions on a number line divided into fourths and halves within 3 units.

MAFS.4.NF.1.AP.1a Determine equivalent fractions using visual fraction models and a number line.

MAFS.4.NF.1.AP.2a Use =, <, or > to compare two fractions (fractions with a denominator or 10 or less).

MAFS.4.NF.1.AP.2b Compare 2 given fractions that have different denominators.

Students will identify numerator and denominator.

Students will identify equivalent fractions and decimals.








MAFS.4.NF.3.AP.5a Find the equivalent fraction with denominators that are multiples of 10.

MAFS.4.NF.3.AP.6a Identify the equivalent decimal form for a benchmark fraction.

MAFS.4.NF.3.AP.6b Match a fraction (with a denominator of 10 or 100) with its decimal equivalent (5/10 = 0.5).

MAFS.5.NF.1.AP.1a Add and subtract fractions with like denominators with sums greater than 1 represented by mixed numbers using visual fraction models.

Weekly Assignment 33 & 34: With visual models, solve problems using addition and/or subtraction of fractions with like denominators (2, 3, 4, and/or 8)

MAFS.3.NF.1.AP.2a, MAF.4.NF.2.AP.3b, MAFS.4.NF.2.AP.3c, MAFS.5.NF.1.AP.1b, MAFS.5.1.AP.2a)


Students will explore Least Common Denominator to find fraction equivalence.

Essential Questions

How do we identify and use the numerator and denominator?


Where in the real world do we use fractions?

MAFS.5.NF.1.AP.1b Add or subtract fractions with unlike denominators within one whole unit on a number line.




MAFS.5.NF.2.AP.5a Determine whether the product will increase or decrease based on the multiple using visual fraction models.




How are fractions, decimal, and percent related?

Why is it important to know equal and unequal parts?

Why does understanding place value help when adding and subtracting fractions?




and why it works.



thinking.

Unit 1R

Number Basics

OVERVIEW: Students will go over basic addition and subtraction problems in relation to real world situations with the use of manipulatives, number lines and other resources.


Students will identify a missing variable in an equation.

Students will identify if equations are equal or not equal using visual models.





MAFS.3.OA.1.AP.2a Determine the number of sets of whole numbers, five or less, that equal a dividend.


MAFS.3.OA.1.AP.3a Solve and check one- or two-step word problems requiring multiplication or division with the product or quotient up to 50.

MAFS.3.OA.1.AP.4a Find the unknown number in a multiplication equation.


Weekly Assignment 35: Complete a table with missing information.

(MAFS.3.OA.4.AP.9b, MAFS.4.OA.3.AP.5b, MAFS.5.OA.2.AP.3a)

Day Joe Kim0 0 01 2 42 4 83 6 ___4 ___ 165 10 20

Rule: Add 2 daily to Joe

Rule: Add 4 daily to Kim

Weekly Assignment 36: Evaluate a simple expression which includes an unknown number (5 x ? = 10).

(MAFS.3.OA.1.AP.4a, MAFS.4.OA.1.AP.ba, MAFS.5.OA.1.AP.1a)

Still will use fact families to solve basic math computation problems by writing number sentences.


Students will compare and identify numbers on a number line.

Students will figure out the relationship between two numbers.

Students will explore multiplication and division.

Students will solve situational story problems involving real world

MAFS.3.OA.2.AP.6a Model division as the inverse of multiplication for quantities less than 10.

MAFS.3.OA.3.AP.7a Fluently multiply and divide within 20.

MAFS.3.OA.3.AP.7b Fluently multiply 2, 5 or 10 within 100.

MAFS.3.OA.3.AP.7c Fluently divide by 2, 5, or 10 using dividends within 100 that are multiples of 2, 5, or 10.

MAFS.3.OA.4.AP.8a Solve and check one-step word problems using the four operations within 100.




MAFS.4.OA.1.AP.1a Use objects to model multiplication involving up to five groups with up to five objects in each and write equations to represent the models.

application of addition, subtraction, multiplication, division.

Students will solve addition and subtraction by counting forward and back, using objects, drawings, and number lines to solve real world problems.

Essential Questions

How can you solve simple joining and separating problems?

Why would I want to represent a number in different ways?

How are addition, subtraction, multiplication and Division relevant in daily situations?

MAFS.4.OA.1.AP.2a Solve multiplicative comparisons with an unknown using up to two-digit numbers with information presented in a graph or word problem (e.g., an orange hat costs $3. A purple hat costs two times as much. How much does the purple hat cost? [3 x 2 = p]).

MAFS.4.OA.1.AP.2b Determine the number of sets of whole numbers, ten or less, that equal a dividend.


MAFS.4.OA.1.AP.aa Determine whether an equation with quantities less than 100 is true or false.


MAFS.4.OA.2.AP.4a Identify multiples for a whole number (e.g., The multiples of 2 are 2, 4, 6, 8, 10…).

MAFS.4.OA.2.AP.4b Identify factors of whole numbers within 30.

MAFS.4.OA.3.AP.5a Generate a pattern when given a rule.

MAFS.4.OA.3.AP.5b Extend a numerical pattern when the

What patterns help you understand multiplication?

How can you solve math computation problems?

How are multiplication and division related?

How are addition and subtraction related?

How do you justify your sum or product?


MAFS.K12.MP.2.1 Reason abstractly and quantitatively.

rule is provided.

MAFS.5.OA.1.AP.1a Evaluate a simple expression involving one set of parenthesis.

MAFS.5.OA.1.AP.2a Write a simple expression for a calculation.

MAFS.5.OA.2.AP.3a Given two pattern descriptions involving the same context (e.g., collecting marbles), determine the first five terms and compare the values.

MAFS.5.OA.2.AP.3b Graph ordered pairs on a coordinate plane when given a table that follows patterns rules.

*Explain the meanings of

the numbers, words,

pictures, symbols and

objects you and others

use.

Documents

· Web viewStudents will understand and will be able to apply knowledge on the following topics: exponents and powers of 10, place-value relationships, using place value to read