Aug/Sept *1^st 2 wks.

September

Oct./Nov.

Nov./Dec.

January

February/

March

Feb/Mar

April

May

Throughout the Year

Mathematical Thinking

·          Invest. 1 Grouping 100s

·          Invest. 4 Data Collection/

·          Representation

·          Inv. 2

       Session 1     

       Symmetry

Things That Come In Groups

Landmarks in 100

Combining and Comparing

Fair Shares

Exploring Solids & Boxes

Turtle Paths

(in computer)

Incorporate into Science with Science & Technology and Scientific Inquiry Standards.

Flips, Turns, & Area

Paces to Feet

Up & Down the Number Line

Scholastic News Research

Number, Number Sense & Operations Standard

B.        Recognize and generate equivalent representations for whole numbers, fractions and decimals.

A.       Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

Data Analysis & Probability

A.       Gather and organize data from surveys and classroom experiments, including data collection over a period of time.

B.        Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions.

Number, Number Sense & Operations Standard

A.       Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

A.       Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

Data Analysis & Probability

D.     Read, interpret and construct graphs in which coins represent more than a single unit or intervals greater than one; e.g., each (bicycle) = 10 bicycles or the intervals on an axis are multiples of 10.

Geometry and Spatial Sense

k           Identify and describe line and rotational symmetry in two-dimensional shapes and designs.

Number, Number Sense & Operations Standard

K.       Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using whole numbers.

I.          Demonstrate fluency in multiplication facts with factors through 10 and corresponding divisions.

L          Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers.

H.       Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers.

J.       Estimate the results of whole number computations using a variety of strategies, and judge the reasonableness.

Patterns, Functions and Algebra

E.      Use variables to create and solve equations representing problem situations.

Geometry and Spatial Sense

G.     Find and name locations in coordinate systems.

Number, Number Sense & Operations Standard

G.       Model and use commutative and associative properties for addition and multiplication.

Number, Number Sense & Operations Standard

A.       Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

F.        Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

L.        Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers.

J.          Estimate the results of whole number computations using a variety of strategies, and judge the reasonableness.

Patterns, Functions and Algebra

C.       Write and solve open sentences and explain strategies.

Number, Number Sense and Operations

A.       Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

D.       Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

F.        Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

J.          Estimate the results of whole number computations using a variety of strategies, and judge the reasonableness.

K.       Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using whole numbers.

J.          Estimate the results of whole number computations using a variety of strategies, and judge the reasonableness.

Measurement Standard

E.        Tell time to the nearest minute.

Patterns, Functioning and Algebra

E.        Use variables to create and solve equations representing problem situations.

Number, Numbers Sense and Operations.

H.       Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers.

K.       Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using whole numbers.

A.       Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

Patterns, Functions and Algebra

F.        Construct and use a table of values to solve problems associated with mathematical relationships.

A.       Analyze and extend patterns, and describe the rule in words.

B.        Use patterns to make predictions, identify relationships, and solve problems.

E.        Use variables to create and solve equations representing problem situations.

Number, Number Sense and Operations

C.       Represent commonly used fractions and mixed numbers using words and physical models.

D.       Use models, points of reference and equivalent forms of commonly used fractions to judge the size of fractions and to compare, describe and order them.

B.        Recognize and generate equivalent representations for whole numbers, fractions and decimals.

J.          Estimate the results of whole number computations using a variety of strategies, and judge the reasonableness.

L.        Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers.

Patterns, Functions and Algebra

E.        Use variables to create and solve equations representing problem situations.

Number, Number Sense and Operations Standard

A.       Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals.

Geometry and Spatial Sense

A.       Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects.

E.        Use attributes to describe, classify and sketch plane figures and build solid objects.

D.       Identify and draw right, obtuse, acute and straight angles.

E.        Use attributes to describe, classify and sketch plan figures and build solid objects.

Geometry and Spatial Sense

A.       Provide rationale for groupings and comparisons of two-dimensional figures and three dimensional objects.

E.        Use attributes to describe, classify and sketch plane figures and build solid objects.

Measurement Standard

A.       Select appropriate units for perimeter, area, weight, volume (capacity), time and temperature using:

·        Objects of uniform size

·        U.S. customary units; e.g., mile, square inch, cubic inch, second degree Fahrenheit, and other units as appropriate

·        Metric units; e.g., millimeter, kilometer, square centimeter, kilogram, cubic centimeter, degree Celsius, and other units as appropriate.

C.       Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates.

D.       Identify appropriate tools and apply counting techniques for measuring side lengths, perimeter, and area of squares, rectangles, and simple irregular two-dimensional shapes, volume of rectangular prisms, and time and temperature.

Measurement Standard

D.       Identify appropriate tools and apply counting techniques for measuring side lengths, perimeter, and area of squares, rectangles, and simple irregular two-dimensional shapes, volume of rectangular prisms, and time and temperature.

Patterns, Functions & Algebra

G.       Describe how a change in one variable affects the value of a related variable.

Data Analysis & Probability

F.        Conduct a simple probability experiment and draw conclusions about the likelihood of possible outcomes.

Data Analysis & Probability

B.        Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as resources of information, identify main idea, draw conclusions, and make predictions.

C.       Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and simple Venn diagrams.

D.       Read, interpret and construct graphs in which icons represent more than a single unit or intervals greater than one; e.g., each (bicycle) = 10 bicycles or the intervals on an axis are multiples of 10.

G.       Identify and represent possible outcomes, such as arrangements of a set of up to four members and possible combinations from several sets, each containing 2 or 3 members.

E.        Describe data using mode, median and range.

Measurement Standard

E.        Tell time to the nearest minute.

Number, Number Sense & Operations Standard

1.         Identify and generate equivalent forms of whole numbers; e.g., 36, 30 + 6, 9 x 4, 46 – 1, number of inches in a yard.

2.         Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models.  For example:

A.     Recognize 100 means, “10 tens” as well as a single entity (1 hundred) through physical models and trading games.

1.         Collect and organize data from an experiment, such as recording and classifying observations or measurements, in response to a question posed.

4.         Support a collection or prediction orally and in writing, using information in a table or graph.

5.         Match a set of data with a graphical representation of the data.

2.         Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models.

B.     Describe the multiplicative nature of the number system; e.g., the structure of 3205 as 3 x 1000 plus 2 x 100 plus 5 x 1.

3.         Read, interpret and construct bar graphs with intervals greater than one.

4.         Draw lines of symmetry to verify symmetrical two-dimensional shapes.

14.     Multiply and divide 2 and 3 digit numbers by a single digit number, without remainders for division.

13.     Demonstrate fluency in multiplication facts through 10 and corresponding division facts.

8.         Model, represent and explain multiplication; e.g., repeated addition, skip counting, rectangular arrays and area model.  For example:

A.       Use conventional mathematical symbols to write equations for word problems involving multiplication.

B.       Understand that unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.

9.         Model, represent and explain division; e.g., sharing equally, repeated subtraction, rectangular arrays and area model.  For example:

A.       Translate contextual situations involving division into conventional mathematical symbols.

B.       Explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children.

10.     Explain and use relationships between operations, such as:

B.       Relate multiplication and division as inverse operations;

C.       Relate addition to multiplication (repeated addition);

D.       Relate subtraction to division (repeated subtractions).

15.     Evaluate the reasonableness of computations based upon operations and the numbers involved: e.g., considering relative size, place value and estimates.

4.         Model problem situations using objects, pictures, tables, numbers, letters and other symbols.

3.         Find and name locations on a labeled grid or coordinate system; e.g., a map or graph.

11.     Model and use commutative and associative properties for addition and subtraction.

2.         Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models.  For example:

C.       Model the size of 1000 in multiple ways; e.g., packaging 1000 objects into 10 boxes of 100, modeling a meter with centimeter and decimeter strips, or gathering 1000 pop-can tabs.

4.         Count money and make change using coins

8.         Model, represent and explain multiplication; e.g., repeated addition, skip counting, rectangular arrays and area model.  For example:

B.       Model the size of 1000 in multiple ways; e.g., packaging 100 objects into 10 boxes of 100, modeling a meter with centimeter and decimeter strips, or gathering 1000 pop-can tabs.

15.     Evaluate the reasonableness of computations based upon operations and the numbers involved; e.g., considering relative size, place value and estimates.

5.         Write, solve and explain simple mathematical statements, such as 7 +    >8 or    +8 = 10.

6.         Express mathematical relationships as equations and inequalities.

3.         Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least <, >, +, <.  >.

4.         Count money and make change using coins and paper bills to ten dollars.

13.     Demonstrate fluency in multiplication facts through 10 and corresponding division facts.

12.     Add and subtract whole numbers with and without regrouping.

15.     Evaluate the reasonableness of computations based upon operations and the numbers involved; e.g., considering relative size, place value and estimates.

3.         Tell time to the nearest minute and find elapsed time using a calendar or a clock.

4.         Model Problem situations using objects, pictures, tables, numbers, letters and other symbols.

10.     Explain and use relationships between operations, such as: 

A.     Relate addition and subtraction in inverse operations

12.     Add and subtract whole numbers with and without regrouping.

2A.  Recognize 100 means “10 tens”

        as well as a single entity (1

        hundred) through physical

        models and trading games.

7.         Create tables to record, organize and analyze data to discover patterns and rules.

1.         Extend multiplicative and growing patterns, and describe the pattern or rule in words.

2.         Analyze and replicate arithmetic sequences with and without a calculator.

3.         Use patterns to make predictions, identify relationships, and solve problems.

4.         Model problem situations using objects, pictures, tables, numbers, letters and other symbols.

5.         Represent fractions and mixed numbers using words, numerals and physical models.

6.         Compare and order commonly used fractions and mixed numbers using number lines, models (such as fraction circles or bars), points of reference (such as more or less than ½), and equivalent forms found using physical or visual models.

7.         Recognize and use decimal and fraction concepts and notations as related ways of representing parts of a whole or a set; e.g., 3 of 10 marbles are red can also be described as 3/10 and 3 tenths are red.

15.     Evaluate the reasonableness of computations based upon operations and the numbers involved; e.g., considering relative size, place value and estimates.

9.      Model, represent and explain division; e.g., sharing equally, repeated subtraction, rectangular arrays and area model.  For example:

B.     Explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children.

4.      Model problem situations using objects, pictures, tables, numbers, letters and other symbols.

2.         Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models.  For example:

D.       Explain the concept of tenths and hundredths using physical such models, as metric pieces, base-ten blocks, decimal squares or money.

1.         Analyze and describe properties of two dimensional shapes and three-dimensional objects using terms such as vertex, edge, angle, side and face.

2.         Analyze and describe properties of two-dimensional shapes and three-dimensional objects using terms such as vertex, edge, angles, side and face.

A.       Use physical models, like straws, to make different sized angles by opening and closing the sides, not be changing the side lengths.

B.       Identify, classify and draw right, acute, obtuse and straight angles.

5.         Build a three-dimensional model of an object composed of cubes; e.g., construct a model based on an illustration or actual object.

1.         Analyze and describe properties of two-dimensional shapes and three-dimensional objects, using terms such as vertex, edge, angle, side and face.

1.         Identify and select appropriate units for measuring:

A.         Length – miles, kilometers and other units of measure as appropriate.

B.          Volume (capacity) – gallons;

C.         Weight – ounces, pounds, grams, or kilograms;

D.         Temperature – degrees (Fahrenheit or Celsius)

4.         Read thermometer in both Fahrenheit and Celsius scales.

2.         Establish personal or common referents to include additional units; e.g., a gallon container of milk; a postage stamp is about a square inch.

5.             Estimate and measure length, weight and volume (capacity, using metric and U.S. customary units, accurate to the nearest ½ or ¼ unit as appropriate.

6.         Use appropriate measurement tools and techniques to construct a figure or approximate an amount of specified length, weight or volume (capacity); e.g., construct a rectangle with length 2 ½ inches and width 3 inches, fill a measuring cup to the ¾ cup mark.

7.         Make estimates for perimeter, area, and volume using links, tiles, cubes and other models.

7.         Make estimates for perimeter, area, and volume using links, tiles, cubes and other models.

8.         Identify and describe quantitative changes, especially those involving addition and subtraction: e.g., the height of water in a glass becoming 1 centimeter lower each week due to evaporation.

9.         Conduct a simple experiment or simulation of a simple event, record the results in a chart, table or graph, and use the results to draw conclusions about the likelihood of possible outcomes.

4.         Support a conclusion or prediction and in writing, using information in a table or graph.

7.         Analyze and interpret information represented on a timeline.

6.         Translate information freely among charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart.

2.         Draw and interpret picture graphs in which a symbol or picture represents more than one object.

3.         Read, interpret and construct bar graphs with intervals greater than one.

10.     Use physical models, pictures, diagrams and lists to solve problems involving possible arrangements or combinations of two to four objects.

8.         Identify the mode of data set and describe the information it gives about a data set.

3.         Tell time to the nearest minute and find elapsed time using a calendar or a clock.

Number Equivalents

Unit Test

Task 1A & 1B

Record and observe water level changes in frog habitat.

Unit Test

Task 4A & 4B

Unit Test

Task 4A & 4B

Place Value Assessment

Number Riddle Assessment

Task 1, 3

Periodic tests throughout year.

Unit Test

Task 1, 3A, 3B

Unit Test

Task 2B

Unit Test

Task 2A

Unit Test

Task 5A, 5B

Unit Test

Task 5B

Number Riddle Assessment

Task 4

Unit Test

Task 5B

Unit Test

Task 2B

Number Riddle Assessment

Task 2, 5

Unit Test

Task 2A

Unit Test

Task 4A, 4B

Space Travel and a Walk in the Zoo

Unit Test

Task 4A, 4B

Observe grouping objects during Investigation 3.

Investigation 2

Sessions 5 & 6

Money Problems

Unit Test

Task 3A, 3B

Unit Test

Tasks 1 – 4B

Mathematical Statements

Mathematical Statements

Coin Combinations and Making Change

Use own fact tests.

Unit Test

Task 1, 2, 3, 4

Unit Test

Task 1, 2, 3, 4

(See party set in Inv. 3,

Session 3 and Inv. 5,

Session 1) + Choosing the Correct Operation pg. 53

Unit Test

Task 1 – 4

Unit Test

Task 1, 2, 3, 4

Unit Test

Task 1, 2, 3, 4

Observe as Play Plus-Minus-Stay the Same Game

Ahoy, Mates!

Unit Test

Task 1, 2, 3, 4

Unit Test

Task 3

Fractions and Decimals

Unit Test

Task 1 – 4.

Unit Test

Task 1

Unit Test

Task 1 - 4

Decimal Assessment

Unit Test

Task 1A – 1C

Unit Test

Task 1A – 1C

Observation

Observation

Observe Investigation 3

Session 4

Discuss and observe following computer lab sessions.

·      A Ravenous Rabbit

·      Meters and Kilometers pg. 54

·      Metric units of Capacity

·      Cups, Pints, Quarts, and Gallons

·      Customary Units of Weight

·      At the Zoo

Hands on the Giant

(Science and Technology Standards 4 + 5)

Unit Test

Task 2A – 4B

Unit Test

Task 3A – 3C

Use data from Science Forces & Motions Unit to create a graph and record and interpret results.

Use data from Science Forces & Motions Unit to create a graph and record and interpret results.

Student Census Data – Pictograph Activity

Student Census Data

Clothing Combinations

Choosing the correct operation (pg. 53)