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Warning Text %XTableStyleMedium2PivotStyleLight16`I<MA 0.1.15RMA 0.1.2gMA 0.1.3{MA 0.1.4EMA0.2.1;MA 0.2.4[MA 0.2.5yMA 0.3.1MA 0.4.1 [1.1.1 1.1.2 1!1.1.3 51.2.1 J1.2.2 ;^1.2.3 [r1.2.4݆1.2.5. 1.3.1 O1.3.2 1.3.3 )1.4.1GMA 2.1.1 MA 2.1.2}MA 2.1.30MA 2.1.4_EMA 2.2.1ZMA 2.2.2oMA 2.2.3/MA 2.2.4SMA 2.2.5٭MA 2.3.1MA 2.3.2aMA 2.3.3MA 2.4.1 3.1.1 3.1.2 -3.1.3 B3.1.4 W3.2.1 l3.2.2 s3.2.3 3.2.4 #3.2.5 3.3.1 3.3.2 S3.3.3 ?3.4.1 +3.4.2 '3.4.3 3;4.1.1 R4.1.2 Ug4.1.3 }4.1.4 74.2.1 ݧ4.2.2 E4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 &4.3.3 <4.4.1 R4.4.2 3g4.4.3 {5.1.1 5.1.2 5.1.3 5.1.4 5.2.1 5.2.25.2.3 U5.2.4'5.2.5 =5.3.1 +S5.3.2 Wh5.3.3 ~5.4.1 5.4.2 C5.4.3 o6.1.16.1.2 6.1.3 s6.1.4 6.2.1Q'6.2.2 ;6.2.3 !P6.2.4 d6.2.5 z6.3.16.3.2 Ť6.3.3 ˺6.4.1 o6.4.2LA 7.2^B`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`i pGrade Level Standard: MA 4.3.3 Procedures:Students will identify and apply properties of whole numbers to sole equations involving multiplication and division.4.3.3.aiRepresent the idea of a variable as an unknown quantity using a letter or a symbole ( e.g., n + 3, b - 2).Ch. 8- Math Book Old Standard 4.6.1 Worksheets4.3.3.bXUse symbolic representation of the identity property of multiplication (e.g., 5 * 1 = 5)Nov-Dec-Ch. 7-Math Book Old Standard 4.6.1 Worksheets4.3.3.c_Use symbolic representation of the commutative property of multiplication (e.g., 2 * 3 = x * 2)4.3.3.dISolve simple one-step whole number equations (e.g., x + 2 = 3, 3 * y = 6)4.3.3.eOExplain the procedure(s) used in solving simple one-step whole number equationsqGrade Level Standard: MA 4.4.1 Display and analysis:Students will organize, display, compare, and interpret data.Display and analysis4.4.1.a#Represent data using dot/line plotsGraphing Project (rubric)-Ch. 6-Math Book Old Standard 4.5.1 Worksheets4.4.1.b2Compare different representations of the same data4.4.1.c8Interpret data and draw conclusions using dot/line plots4.4.1.d2Find the mode and range for a set of whole numbersCh. 14-Math Book Worksheets4.4.1.e5Find the whole number mean for a set of whole numbersmGrade Level Standard: MA 4.4.2 Predictions and Inferences: Students will construct predictions based on data.4.4.2.aMMake predictions based on data to answer questions from tables and bar graphsGraphing project (rubric)-Ch. 6 Math book Old Standard 4.5.1 WorksheetspGrade Level Standard: MA 4.4.3 Probability: Students will find describe, and compare experimental probabilities.4.4.3.atPerform simple experiments and coompare the degree of likelihood (e.g., more likely, equally likely, or less likely)Ch. 22-Math Book WorksheetslGrade Level Standard:MA5.1.1 Students will represent and show relationships among positive rational numbers. MA5.1.1.aDemonstrate multiple equivalent representations for whole numbers and decimals through the the thousandths place(e.g. 3.125 is 3+.1+.02+.055)Chapter 1 TestAugust: Beginning of Year Marker Board,Chapter 1 Textbook, Worksheets, Mind Joggers MA5.1.1.bVCompare and order whole numbers, fractions, and decimals through the thousandths place MA5.1.1.c]Identify and name fractions in their simplest form and find common denominators for fractionsChapter 9 and Chapter 10 Tests?Chapter 9 & Chapter 10, Worksheets, Rules of Divisibility Chart MA5.1.1.dRecognize and generate equivalent forms of commonly used fractions, decimals, and percents (e.g. one third, one fourth, one half, two thirds, three fourths)Chapter 10 TestChapter 10, WorksheetsMA5.1.1e'Classify a number as prime or compositeChapter 9 Test2Chapter 9, Worksheets, Rules of Divisibility Chart MA5.1.1f /Identify factors and multiples of whole numbers MA5.1.1.g3Round whole numbers and decimals to any given placeChapter 2 TestEarly SeptembernGrade Level Standard:MA5.1.2 Students will demonstrate the meaning of arithmetic operations with whole numbers MA5.1.2.agUse words and symbols to explain the meaning of the identity properties for addition and multiplication Mid Sept. Marker BoardChapter 1 Textbook, WorksheetsM5.1.2.byUse words and symbols to explain the meaning of the commutative and associative properties of addition and multiplication Late Sept.Chapter 2 Textbook, Worksheets MA5.1.2.cmUse words and symbols to explain the distributive property of multiplication over addition(e.g.5(y+2)=5y+5x2)Chapter 3 TestChapter 3 Textbook, WorksheetsMA5.1.3aAdd and subtract positive rational numbers(e.g.proper and improper fractions, mixed numbers, fractions with common and uncommon denominators, decimals through the thousandths place)Early FebruaryChapter 10 Textbook, WorksheetsMA5.1.3bSelect, apply and explain the appropriate method of computation when problems e.g.models. Mental computation, paper -pencil, technology) Chapter TestsThroughout YearTextbook, WorksheetsMA5.1.3cMultiply decimalsChapter 4 Test Early OctoberMarker Board, KaleidoscopeChapter 4 Textbook, Worksheets MA5.1.3d "Divide a decimal by a whole numberChapter 6 TestEarly NovemberChapter 6 Textbook, WorksheetsMA5.1.4ajEstimate the sums and differences of positive rational numbers to check the reasonableness of such resultsrGrade Level Standard:MA5.1.3 Students will compute fluently and accurately using appropriate strategies and tools. MA5.1.3.a+Add and subtract positive rational numbers. MA5.1.3.bVSelect, apply, and explain the appropriate method of computation when problem solving.Throughout the year MA5.1.3.c MA5.1.4.d#Divide a decimal by a whole number.Grade Level Standard:MA5.1.4 Students will estimate and check reasonableness of answers using appropriate strategies and tools. MA5.1.4.akEstimate the sums and differences of positive rational numbers to check the reasonableness of such results.Chapter 2 Textbook,WorksheetsGrade Level Standard:MA5.2.1 Students will describe relationships among two dimensional shapes and three dimensional objects. 5.2.1.aVIdentify the number of edges, faces, and vertices of triangular and rectangular prismsChapter 23 TextHands-on prism activitiesFModel Triangular & Rectangular prisms, Chapter 23 Textbook, Worksheets5.2.1.b,Justify congruence of two-dimensional shapesChapter 20 TextGraphing 2-D shapesChapter 20 Textbook, Worksheets5.2.1.c4Justify the classification of two-dimensional shapesChapter 19 Text Early April Marker BoardsChapter19 Textbook, Worksheets5.2.1.dTIdentify degrees on a circle 9e.g.) Identify on a circle(e.g.) 45, 90, 180, 270, 360XGrade Level Standard:MA5.2.2 Students will identify locations using coordinate Geometry.5.2.2.a:Plot the location of an ordered pair in the first quadrantGraphing ActivitiesChapter 7 Textbook, SGrade Level Standard:MA5.2.3 Students will identify and use simple transformations.5.2.3.axPerform one-step transformations on two-dimensional shapes (e.g. translation, rotation, reflection, of 90, 180, and 270)Chapter 20 Test]Grade Level Standard:MA5.2.4 Students will create and use geometric models to solve problems.5.2.4.a5Build or sketch a geometric model to solve a problem.Graphing5.2.4.bSketch congruent shapes.Chapter 19 & Chapter 20 Tests April & May$Chapter 19 & 20 Textbook, Worksheets5.2.4.c%Build rectangular prisms using cubes.Chapter 23 TestCubes, Prism ModelsChapter 23 Textbook, WorksheetsGrade Level Standard:MA5.2.5 Students will apply appropriate procedures, tools, and formulas to determine measurements using customary and metric units.5.2.5.aASelect and use appropriate tools to measure perimeter and angles. Chapter 19Protractors ActivitiesChapter 19 Textbook, Worksheets5.2.5.bIdentify correct unit (customary or metric) to the measurement situation(e.g. distance from home to school; measure length of a room) Chapter 15Chapter 15 Textbook, Worksheets5.2.5.cHEstimate and measure length with customary units to the nearest 1/4 inch5.2.5.d,Measure capacity/volume with customary units5.2.5.e7Measure weight(mass) and temperature using metric units5.2.5.f-Determine the area of rectangles and squares.\Grade Level Standard:MA5.3.1 Students will represent, analyze, and generalize relationships.MA5.3.1a^Describe, extend, apply rules, and make generalizations about numeric, and geometric patternsTextbook Chapters, Worksheets MA5.3.1 bCCreate and analyze numeric patterns using words, tables, and graphs MA5.3,1,c9Communicate relationships using expressions and equationsoGrade Level Standard:MA5.3.2 Students will create, use and compare models representing mathematical situations.MA5.3.2aModel situations that involve the additions, subtraction, and multiplication of positive rational numbers using words, graphs, and tablesChapter 7 TestEarly December< Chapter 7 Textbook, Worksheets MA5.3.2.bIRepresent a variety of quantitative relationships using tables and graphs MA5.3.2.c=Compare different models to represent mathematical situations{Grade Level Standard:MA5.3.3 Students will apply properties of simple positive rational numbers to solve one-step equations5.3.3.aEExplain the addition property of equality (e.g. ir a=b, then a+c=b+c)5.3.3.bXUse symbolic representations of the associative property (e.g. (2+3)+4=2+(3+n), (2*30) *5.3.3.ceEvaluate numerical expressions by using parentheses with respect to order of operations (e.g.6+(3*n))Chapter 17 Test*Chapter 1 & Chapter 2 Textbook, Worksheets5.3.3.dIEvaluate simple algebraic expressions involving addition and subtractionChapter 1 & Chapter 2August & September5.3.3e]Solve one-step additions and subtraction equations involving common positive rational numbers5.3.3.f}Identify and explain the properties of equality used in solving one-step equations involving common positive rational numbersChapter 1 & Chapter 3[Grade Level Standard:MA 5.4.1 Students will organize, display, compare, and interpret data.5.4.1.a Represent data using line graphs December "Marker Boards, Graphing Activities5.4.1.beRepresent the same set of data in different formats (e.g. table, pictographs, bar graphs, line plots)5.4.1.c'Draw conclusions based on a set of data5.4.1.dAFind the mean, median, mode, and range for a set of whole numbers5.4.1.eQGenerate questions and answers from data sets and their graphical representationsOGrade Level Standard:MA5.4.2 Students will construct predictions based on data.MA5.4.2aYMake predictions based on data to answer questions from tables, bar graphs and line plots!Graphing Activities, Marker BoardOGrade Level Standard:MA5.4.3 Students will determine theoretical probabilities.5.4.3.a5Perform and record results of probability experiments+Coin Toss, Spinners, Bag of Colored MarblesChapter 26, Worksheets5.4.3.b9Generate and list of possible outcomes for a simple event5.4.3.clExplain that the likelihood of an event that can be represented by a number from 0(impossible) to 1(certain){Grade Level Standard: MA 6.1.1 Students will represent and show relationships among positive rational numbers and integers.Textbook Resources MA6.1.1.a?Show equivalence among common fractions, decimals and percents.Chapter quizzes and testF: Nov. D: Nov. P: March+Textbook Lessons: 5-2, 5-6, 5-7, 10-5, 10-6!F: 5-2 D: 5-6, 5-7 P: 10-5, 10-6 MA6.1.1.b0Compare and order positive and negative integersI: Jan.Textbook Lesson: 8-1I: 8-1 MA6.1.1.c/Identify integers less than 0 and a number line MA6.1.1.dBRepresent large numbers using exponential notation (e.g. 1,000=103AE: Aug.Textbook Lesson: 1-4E: 1-4 MA6.1.1.eCIdenfity the prime factorization of numbers (e.g. 12=2x2x3 or 22x3)?@PF: Aug.Textbook Lesson: 1-3PF: 1-3 MA6.1.1.f.Classify numbers as natural, whole, or integerAug.-MayGrade Level Standard: MA6.1.2 Students will demonsrate the meaning of arithmetic operations with positive fractions and decimals. MA6.1.2.aaUse drawings, words, and symbols to explain the meaning of addition and subtraction of fractions.%Textbook Lessons 6-3, 6-4, 6-5, 6-6 A&S Fract: 6-3, 6-4, 6-5, 6-66.1.2.b`Use drawings, words, and symbols to explain the meaning of addition and subtraction of decimals.Textbook Lesson 3-5 A&S Dec.: 3-5kGrade Level Standard: Students will compute fluently and accurately using appropriate strategies and tools. MA6.1.3.a.Multiply and divide positive rational numbers.Chapter quizzes and testsD: Oct. F: Dec.-Jan.IPrerequisite Lesson, Textbook Lessons: 4-2, 4-3, 4-4, 7-2, 7-3, 7-4, 7-5 'D: 4-2, 4-3, 4-4 F: 7-2, 7-3, 7-4, 7-5 MA6.1.3.bSelect and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil, technology, divisibility rules)HAll Chapter quizzes and tests; 4 quarterly word problem SIP assessnentsAll textbook lessons."All lessons provide word problems.Grade Level Standard: MA 6.1.4 Students will estimate and check reasonableness of answers using appropriate strategies and tools. MA6.1.4.a|Use appropriate estimation methods to check the reasonableness of solutions for problems involving positive rational numbers4Chapter quizzes & tests, 4 quarterly SIP assessments>Ch. 3: Oct. Ch. 4: Oct. Ch. 6: Dec. Ch. 7: Dec./Textbook Lessons: 3-3, 3-4, 4-4, 6-1, 6-2, 7-1E: 3-3, 3-4, 4-4, 6-1, 6-2, 7-1 Grade Level Standard: MA 6.2.1 Students will compare and contrast properties among two-dimensional shapes and among three-dimensional objects. MA6.2.1.a8Justify the classification of three dimensional objects.Chapter quiz & testTextbook Lesson 14-4 3-D: 14-4SGrade Level Standard: MA6.2.2 Students will label points using coordinate geometry. MA6.2.2.aEIdentify the ordered pair of a plotted point in the coordinate plane.Textbook Lesson 8-6OP: 8-6jGrade Level Standard: 6.2.3 Students will use and describe results of transformations on geometric shapes. MA6.2.3.aPerform and describe positions and orientation of shapes under single transformations (translation, rotation, reflection) not on a coordinate plane.!Assessed with Ch. 8 quiz and testTextbook Lesson 13-5bT: 13-5beGrade Level Standard: MA6.2.4 Students will use visualization of geometric models to solve problems. MA6.2.4.a?Identify two-dimensional drawings of three-dimensional objects.Enrichment WS 14-6Textbook Lessons 14-6a, 14-6 14-6a, 14-6yGrade Level Standard: MA 6.2.5 Students will apply appropriate procedures, tools, and formulas to determine measurements. MA6.2.5.aZEstimate and measure length and customary and metric units to the nearest 1/16 inch and mmTextbook quiz and testTextbook Lessons 12-1, 12-3Cust: 12-1 Met: 12-3 MA6.2.5.b/Measure volume/capacity using the metric system MA6.2.5.cbConvert length, weight (mass), and liquid capacity from one unit to another within the same systemTextbook quizzes and test!Textbook Lessons 12-1, 12-1, 12-5Cust: 12-1, 12-2; Met: 12-5 MA6.2.5.d#Determine the perimeter of polygonsTextbook Lesson 4-5P: 4-5 MA6.2.5.e2Determine the area of parallelograms and trianglesTextbook Lessons 14-1, 14-2P: 14-1 T: 14-2 MA6.2.5.f+Determine the volume of rectangular prisms.Textbook Lesson 14-5V: 14-5nGrade Level Standard: MA6.3.1 Students will represent, analyze, and use relationships to make generalizations. MA6.3.1.akDescribe and create simple algebraic expressions (e.g., one operation, one variable) from words and tables.-Textbook Lessons 9-2, 9-3, 9-4, 9-5, 9-6, 9-79-2, 9-3, 9-4, 9-5, 9-6, 9-7 MA6.3.1.bVUse a variable to describe a situation with an equation (e.g., one-step, one variable) MA6.3.1.c=Identify relationships as increasing, decreasing, or constantChapter quiz and testTextbook Lesson 9-7IR: 9-7lGrade Level Standard: MA 6.3.2 Students will create, use and interpret models of quantitative relationships. MA6.3.2.aRModel contextualized problems using various representations (e.g., graphs, tables)Chapter Quizzes and Test#Textbook Lessons 2-1, 2-2, 2-3, 2-52-1, 2-2, 2-3, 2-5 MA6.3.2.bIRepresent a variety of quantitative relationships using symbols and wordsQGrade Level Standard: MA 6.3.3 Students will apply properties to solve equations. MA6.3.3.aJExplain the multiplication property of equality (e.g., if a=b, then ac=bc)Student DemonstratedTextbook Lesson 9-1 Property: 9-1 MA 6.3.3.boEvaluate numerical expressions containing multiple operations with respect to order of operations (e.g., 2+4x5)Textbook Lesson 1-5 O of Op: 1-5 MA6.3.3.cKEvaluate simple algebraic expressions involving multiplication and divisionTextbook Lesson 1-6Ex: 1-6 MA6.3.3.d<Solve one-step equations involving positive rational numbers Aug. & Feb.#Textbook Lessons 1-7, 9-2, 9-3, 9-4< 1-7, 9-2, 9-3, 9-4 MA6.3.3.ezIdentify and explain the properties of equality used in solving one-step equations (e.g., addition, subtraction, division)Textbook Lessons 9-2, 9-3, 9-4 9-2, 9-3, 9-4\Grade Level Standard: MA 6.4.1 Students will organize, display, compare, and interpret data. MA6.4.1.aKRepresent data using stem and leaf plots, histograms, and frequency charts.Textbook Lessons 2-1, 2-52-1, 2-5 MA6.4.1.bDCompare and interpret data sets and their graphical representations.2-1, 2-2, 2-3, 2-5 MA6.4.1.c<Find the mean, median, mode, and range from two sets of dataTextbook Lessons 2-6, 2-72-6, 2-7 MA6.4.1.d?Compare the mean, median, mode, and range from two sets of dataQGrade Level Standard: MA 6.4.2 Students will construct predictions based on data. MA6.4.2.aiMake predictions based on data and create questions to further investigate the quality of the predictionsTextbook Lesson 2-4P: 2-4 Curriculum|MA 0.1.1 Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. Concept Indicator #Curricular Indicator AssessmentPacing Activities ResourcesDOK Number Sense MA 0.1.1.a& Count, read, and write numbers 0  20Oct/Nov1-10, Jan. 10-209Formation practice, manipulatives,centers, number line(Unit 1, Ch 2; Unit 3, Ch 5; Unit 4, Ch 7 MA 0.1.1.b4Count objects using one-to-one correspondence 0  20Oct/Nov1-10, Jan. 10-20)Sets, manipulatives, centers, number line MA 0.1.1.c<Sequence objects using ordinal numbers (first through fifth)Dec.-frogs on a log, kids in row, pictures on w.s. Unit 3, Ch 5 MA 0.1.1.deMatch numerals to the quantities they represent 0  20, using a variety of models and representations MA 0.1.1.esDemonstrate and identify multiple equivalent representations for numbers 1  10 (e.g., 10 is 1 and 9;10 is 6 and 4) April/May/manipulatives, centers, number line, ten frames Unit 7, Ch 13 MA 0.1.1.fhDemonstrate relative position of whole numbers 0  10 (e.g., 5 is between 2 and 10; 7 is greater than 3).TStudents will demonstrate the meaning of addition and subtraction with whole numbers OperationsMA0.1.2aUse objects and words to explain the meaning of addition as a joining action (e.g., Two girls are sitting at a table. Two more girls join them. How many girls are sitting at the table?)Amanipulatives, number line, ten frames, pictures,learning centers Unit 7 Ch 13 MA 0.1.2.bUse objects and words to explain the meaning of addition as parts of a whole (e.g., Three boys and two girls are going to the zoo. How many children are going to the zoo?)Amanipulatives, number line, ten frames, pictures learning centers MA 0.1.2.cUse objects and words to explain the meaning of subtraction as a separation action (e.g., Five girls are sitting at a table. Two girls leave. How many girls are left sitting at the table?)Bmanipulatives, number line, ten frames, pictures, learning centers Unit 7, Ch 14 MA 0.1.2.dUse objects and words to explain the meaning of subtraction as finding part of a whole (e.g., Jacob has 5 pencils. Three are blue and the rest are red. How many red pencils does Jacob have?)"Mastery not expected at this level Computation EstimationGrade Level Standard:geometryMA0.2.1PSort and name two-dimensional shapes (e.g., square, circle, rectangle, triangle)Spatial Modeling MA 0.2.4agDemonstrate positional words (e.g., above/below, near/far, over/under, in/out, down/up, around/through)Aug./role play, pictures, bags, boxes, manipulatives Unit 1, Ch. 1 Measurement MA 0.2.5aBIdentify the name and amount of a penny, nickel, dime and quarter. Feb/March(Identify, sort, classify and count coins Unit 6, Ch 11 MA 0.2.5bIdentify time to the hour.DSequencing events, explore telling time on digital and analog clocks Unit 6, Ch 12 MA 0.2.5cMeasure using nonstandard units Jan./Feb.!pennies,unifix cubes, paper clips Unit 4, Ch 8 MA 0.2.5d$Compare objects according to length.>Direct comparison using shorter and longer,heavier and lighterMA 0.3.1August4Stack blocks, paper bags, role playing, unifix cubes Unit 1, Ch 1Display and Analysis MA 0.4.1aMSort and classify objects according to an attribute (e.g. size, color, shape) September3Sort unifix cubes, tabs, buttons, classroom objests Unit 2, Ch 3 MA 0.4.1b&Identify the attributes of sorted data Unit 2 , Ch 3 MA 0.4.1c<Compare the attributes of the data (e.g., most, least, same)First Grade Math CurriculumGrade Level Standard: MA 1.1.1 Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.1.1.1.a"Count, read, & write numbers 0-1001.1.1.b Count by multiples of 2 up to 501.1.1.c!Count by multiples of 5 up to 1001.1.1.d !Count by multiples of 10 up to 101.1.1.e<Sequence objects using ordinal numbers (first through tenth)1.1.1.fCount backwards from 10-01.1.1.g;Connect number workds to the quantities they represent 0-201.1.1.hDemonstrate and identify multiple equivalent representations for number 1-100 (e.g., 23 is 2 tens and 3 ones; 23 is 1 ten and 13 ones; 23 is 23 ones)1.1.1.I%Compare and order whole numbers 0-1001.1.1.jjDemonstrate relative position of whole numbers 0-100 (e.g., 52 is between 50 and 60;83 is greater than 77)tGrade Level Standard: MA 1.1.2 Students will demonstrate the meaning of addition and subtraction with whole numbers.1.1.2.aRUse objects, drawings, words, and symbols to explain addition as a joining action.1.1.2.bRUse objects, drawings, words, and symbols to explain addition as parts of a whole.1.1.2.cVUse objects, drawing, words, and symbols to explain subtraction as a separation action1.1.2.dRUse drawings, words, and symbols to explain subtraction as finding part of a whole1.1.2.eUse objects, drawings, words, and symbols to explain subtraction as a comparison (e.g. Nancy has 8 hair ribbons. Jane has 5 hair ribbons. How many more hair ribbons does Nancy have than Jane?)jGrade Level Standard: MA 1.1.3 Students will compute fluently and accurately using appropriaqte strategies1.1.3.a(Fluently add whole number sums up to 10.1.1.3.b2Fluently subtract whole number differences from 101.1.3.c6Add abd subtract two digit numbers without regrouping.1.1.3.dpUse a variety of methods and tools to compute sums and differences (e.g. odels, mental coputation, paper-pencil)iGrade Level Standard: MA 1.2.1 Students will identify characteristics of two-dimensional geometric shapesCharacteristics1.2.1.aHCompare two-dimentional shapes (e.g. square, circle, rectange, triangle)MayChpt. 23LL1.2.1.bXDescribe attributes of two-dimensional shpaes (e.g. square, circle, rectangle, triangle)cGrade Level Standard: 1.2.2 Coordinate Geometry: Students will identify locations on a number line.Coordinate Geometry1.2.2.aCIdentify the position of a whole number on a horizontal number line Dec./Jan.Individual number lines Chpt. 9/10VGrade Level Standard: 1.2.3 Transformations: Students will identify a line of symmetryTransformations1.2.3.abIdentify one line of symmetry in two-dimensional shapes (e.g. circle, square, rectangle, triangle)Chpt. 24Grade Level Standard: MA 1.2.4 Spatial Modeling: Students will communicate relative positions in space and create two-dimensional shapes1.2.4.a.Demonstrate positional words (e.g. left/right) Sept./May-worksheets, classroom discussion and practice1.2.4.bISketch two-dimensional shapes (e.g. square, circle, rectangle, triangle.)< -paper/pencil, geo-boards, shape manipulativesGrade Level Standard: 1.2.5.aCount like coins to $1.00Mar.coins, money games Chpt. 15/161.2.5.bIdentify time to the half hourAprilclocksChpt. 191.2.5.c9Identify past, present, and future as orientation in timeclassroom discussionChpt. 201.2.5.dmSelect an appropriate tool for the attribute being measured (e.g. clock, calendar, thermometer, scale, ruler)'clocks, rulers, calendars, thermometersChpt. 20/21/221.2.5.eMeasure length using inchesrulersChpt. 211.2.5.f-Compare and order objects according to length`Grade Level Standard: MA 1.3.1 Relationships: Students will identify and describe relationships. Relationships1.3.1.arSort or order objects by their attributes (e.g. color shape, size, number) then identify the classifying attribute Venn diagramsChpt. 11.3.1.b@Create multiple rules for sorting beyond color, shape, and size)1.3.1.cMIdentify, describe, and extend patterns (e.g. patterns with a repeating core)Sept. apple unitClassroom Activity1.3.1.d!Use <, =, > to compare quantitiesMarchChpt. 14Grade Level Standard: MA 1.3.2 Modeling in Context: Students will use objects and pictures as models to represent mathemeatical situations.Modeling in Context1.3.2.alModel situations that involve the addition and subtraction of whole numbers 0-20,using objects and pictures.Chpt. 271.3.2.bFDescribe and model quantitative change (e.g. a student growing taller)Februarylit. talks about change Rdg Unit 3Grade Level Standard: 1.3.3 Procedures: Students will use concrete, verbal, and visual representations to solve number sentences. Procedures1.3.3.a1Write number sentences to represent fact familiesNov./Dec./ April Chpt. 8,11,181.3.3.b\Use concrete, pictorial, and verbal representations of the commutative property of addition.Chpt. 17xGrade Level Standard: MA 1.4.1 Display and Analysis: Students will sort, classify, organize, describe, and compare data.Display & Analysis1.4.1.a4Sort and classify objects by more than one attribute1.4.1.b'Organize data by using concrete objects1.4.1.c #Represent data by using tally marks1.4.1.dNCompare and interpret information from displayed data (e.g. more, less, fewer)1,2Second Grade Math CurriculumGrade Level Standard: MA 2.1.1 Number System: Students will demonstrate, represent, and show relationshsips among whole numbers within the base-ten number system. Activities/ Additional Resources Number System2.1.1.aRead and write numbers 0  1000 Aug, Oct, MayPg 83 Ch 1, 5, & 212.1.1.b!Count by multiples of 2 up to 100AugCh 12.1.1.cCount backwards from 20 - 0Aug, MayPg 6, pg 423-4 Ch1, Ch 222.1.1.d=Connect number words to the quantities they represent 0 - 100OctPg 80Ch 52.1.1.eDemonstrate mutiple equivalent representations for numbers 1 - 1,000 (e.g., 423 is 4 hundreds, 2 tens, and 3 ones; 423 is 3 hundreds, 12 tens, and 3 ones)FebCh 122.1.1.f)Compare and order whole numbers 0 - 1,000Ch 5, 62.1.1.gtDemonstrate relative position of whole numbers 0  1,000( e.g., 624 is between 600 and 700; 593 is greater that 539) Ch. 6, 212.1.1.hIUse visual models to represent fractions of one-half as a part of a wholeend of Oct./ NovCh 25Grade Level Standard: MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtractions with whole numbers.2.1.2.aUse objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5, then 5 - 3 = 2Sept, Feb, MarchCh. 2, 3, 12-162.1.2.bUse objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __ = 7, then 7 - 3 = __.)Grade Level Standard: MA 2.1.3 Computation: Students will compute fluently and accurately using appropiate strategies and tools.2.1.3.a0Flurently add whole number facts with sums to 20Mad Minutes, flash cards2.1.3.b=Fluently subtract whole number facts with differences from 20Ch 22.1.3.cBAdd and subtract two and three-digit whole numbers with regroupingCh 12-16, 23-242.1.3.dsUse a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil)Aug, Mar, Apr, MayMtens mats, NLVM.com, hundreds charts,number lines, graph paper, marker boardsCh 1-2, Ch 12-16, Ch 23-24Grade Level Standard: MA 2.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools. 2.1.4.apEstimate the results of two-digit whole number sums and differences and check the reasonableness of such resultsPg 257-8, pg. 299-300 Ch 14, 162.1.4.b)Estimate the number of objects in a group+Pg 85-86, E5-5, estimate items in baggies, Grade Level Standard: MA 2.2.1 Characteristics: Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects.2.2.1.aNDescribe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram)AprUse Solids, NLVM.comCh 192.2.1.b%Determine if two shapes are congruentNLVMCh 202.2.1.c?Compare two-dimensional shapes (e.g., trapezoid, parallelogram)2.2.1.dgIdentify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)oGrade Level Standard: MA 2.2.2 Coordinate Geometry: Students will describe direction on a positive number line.2.2.2.a9Identify numbers using location on a vertical number line Oct , MarHundreds chartCh 6, 132.2.2.b@Compare whole numbers using location on a horizontal number lineAug/SeptPg 19-20& 33-34Ch 2, 32.2.2.cVIdentify the direction moved for adding and subtracting using a horizontal number lineOct.Pg 97-98Ch 6YGrade Level Standard: MA 2.2.3 Transformations: Students will identify lines of symmetry.2.2.3.a4Identify lines of symmetry in two-dimensional shapesNLVM.com Ch 19, 202.2.3.b1Draw a line of symmetry in two-dimensional shapes]Grade Level Standard: MA 2.2.4 Spatial Modeling: Students will create two-dimensional shapes.2.2.4.a>Sketch two-dimensional shapes (e.g., trapezoid, parallelogram)gGrade Level Standard: MA 2.2.5 Measurement: Students will meausre using standard units, time and money.2.2.5.aCount mixed coins to $1.00NovNLVM.com, manipulatives, 2.2.5.b#Identify time to 5 minute intervalsNLVM.com, Judy Clocks2.2.5.cvIdentify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)Nov, NLVM, manipulatives, 2.2.5.d#Measure length using feet and yardsMar/Apr(rulers, NLVM, yard sticks, tape measures2.2.5.e6Compare and order objects using inches, feet and yardsiGrade Level Standard: MA 2.3.1 Relationships: Students will identify, describe, and extend relationships.2.3.1.aICreate and describe patterns using concrete and pictorial representations&Pg, 5-6, 21-22, 99-100, 421-422, 537-8Grade Level Standard: MA 2.3.2 Modeling in Context: Students will use objects, pictures, and symbols as models to represent mathematical situations.2.3.2.aqModel situations that involve the addition and subtraction of whole numbers 0-100, using objects and number linesFeb.NNLVM.com, ten mats, manipulatives, number lines, marker boards, hundred chartsCh 12-132.3.2.bZDescribe and model quantitative change involving addition (e.g., a students grew 2 inches)through out the year"Story problems, problem of the DayGrade Level Standard: MA 2.3.3 Procedures: Students will use concrete, verbal, visual, and symbolic representations to solve number sentences.2.3.3.aXUse symbolic representations of the commutative property of addition (e.g., 2+3 =<  " + 2)Sept3Pg 41-42, spiral review activities through out yearCh 3tGrade Level Standard: MA 2.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.2.4.1.a Represent data using pictographsJanIBrainPopJr., Make class AR graphs (quarterly comp), internet resources, Ch 112.4.1.bHInterpret data using pictographs (e.g., 7 more; 2 less; 12 all together)Grade Level Standard: MA 3.1.1 Students will represent and show relationships among positive rational numbers within the base-ten number system. Number system3.1.1.arRead and write numbers to one-hundred thousand (e.g., 4,623 is the same as four thousand six hundred twenty three)=Math Book 1.1, 1.2, 1.3, 1.4 Manipulatives Extra Math Sheets Chapter 13.1.1.bCount by multiples of 5 to 200Math Book 1.13.1.1.cCount by multiples of 10 to 400 Math Book 1.13.1.1.d"Count by multiples of 100 to 1,000Extra Math Sheets 3.1.1.eDemonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens)Math Book 1.3, 1.43.1.1.fDemonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 + .4)-Math Book 27.1, 27.2, 27.3 Extra Math Sheets Chapter 273.1.1.g5Compare and order whole numbers through the thousands Aug./Sept. %Math Book 2.1, 2.2 Extra Math Sheets Chapter 23.1.1.h5Find parts of whole and parts of a set for , S!, or 4Math Book 25.1, 25.5 Manipulatives Extra Math Sheets Chapter 253.1.1.I4Round a given number to tens, hundreds, or thousands$Math Book 2.4, 2.5 Extra Math SheetsCh. 2eGrade Level Standard: MA 3.1.2 Students demonstrate the meaning of multiplication with whole numbers.3.1.2.asRepresent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)Nov.'Math Book 9.2 Manuplatives Extra Sheets Chapter 93.1.2.bUse objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 3 = 4.)Dec. :Math Book 13.1, 13.3, 13.4, 16.1 Manuplatives Extra SheetsChapter 13 and 163.1.2.cUse drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tell'Math Book 9.1 Manuplatives Extra Sheets3.1.2.dUse drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)2Math Book 9.2, 9.3, 9.4 Manuplatives Extra SheetstGrade Level Standard: MA 3.1.3 Students will compute fluently and accurately using appropriate strategies and tools.3.1.3.a9Compute whole number multiplication facts 0  10 fluently Nov./Dec.QMath Book 10.1, 10.3, 10.4, 11.2, 11.3, 12.1, 12.2 Manuplatives Extra Math SheetsChapters 10-123.1.3.bAAdd and subtract through four-digit whole numbers with regroupingSept. OMath Book 3.3, 3.4, 4.1, 4.2, 5.4, 5.5, 6.1, 6.4 Manuplatives Extra Math Sheets Chapter 3-63.1.3.cSelect and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil),Math Book 6.3 Manuplatives Extra Math Sheets Chapter 6Grade Level Standard: MA 3.1.4 Students will estimate and check reasonableness of answers using appropriate strategies and tools.3.1.4.aZEstimate the two-digit product of whole number multiplication and check the reasonableness&Math Book 17.3, 17.4 Extra Math Sheets Chapter 17Grade Level Standard: MA 3.2.1 Students will identify characteristics and describe properties of two-dimensional shapes and three-dimensional objects.3.2.1.aLIdentify the number of sides, angles, and vertices of two-dimensional shapesFeb. .Math Book 23.2 Manuplatives Extra Math Sheets Chapter 233.2.1.bPIdentify congruent two-dimensional figures given multiple two-dimensional shapes.Math Book 24.1 Manuplatives Extra Math Sheets Chapter 243.2.1.c/Identify lines, line segments, rays, and angles-Math Book 23.3 Manuplatives Extra Math Sheets3.2.1.duDescribe attributes of solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)-Math Book 23.1 Manuplatives Extra Math SheetsQGrade Level Standard: MA 3.2.2 Students will identify distances on a number line.3.2.2.a"Draw a number line and plot pointsExtra math Sheets Chapter 83.2.2.bGDetermine the distance between two whole number points on a number lineHGrade Level Standard: MA 3.2.3 Students will draw all lines of symmetry.3.2.3.a=Draw all possible lines of symmetry in two-dimensional shapes!Math Book 24.3, Extra Math SheetsiGrade Level Standard: MA 3.2.4 Students will create two-dimensional shapes and three-dimensional objects.3.2.4.a7Sketch and label lines, rays, line segments, and angles/Math Book 23.3, Extra Math Sheets, Manuplatives3.2.4.bYBuild three-dimensional objects (e.g., using clay for rectangular prisms, cone, cylinder)Math Book 23.1, ManuplativesGrade Level Standard:MA 3.2.5 Students will apply appropriate procedures and tools to determine measurements using customary and metric units.3.2.5.azSelect and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle)&Math Book 23.7, 24.5 Extra Math Sheets Chapter 23-243.2.5.b.Count mixed coins and bills greater than $1.007Math Book 1.5, 1.6 Extra Math Sheets Money Manuplatives3.2.5.c3Identify time of day (e.g., am, pm, noon, midnight)Oct. Extra Math Sheets Chapter 73.2.5.dzState multiple ways for the same time using 15 minute intervals (e.g., 2:15, or quarter past 2, 2:45 or a quarter until 3)3.2.5.eYIdentify the appropriate customary unit for measuring length, weight, and capacity/volumeJan.FMath Book 21.1, 21.2, 21.3, 21.4, 21.5 Extra Math Sheets Manuplatives Chapter 213.2.5.fMMeasure length to the nearest inch and centimeter (e.g., requires rounding)Jan. -Math Book 22.1 Extra Math Sheets Manuplatives Chapter 21-223.2.5.gJCompare and order objects according to length using centimeters and meters'Math Book 21.1 Extra Sheets ManuplaivesEGrade Level Standard: MA 3.3.1 Students will represent relationships.3.3.1.a?Identify, describe, and extend numeric and non-numeric patterns3.3.1.b1Identify patterns using words, tables, and graphshGrade Level Standard: MA 3.3.2 Students will create and use models to represent mathematical situations.3.3.2.atModel situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols3.3.2.bdDescribe and model quantitative change involving subtraction (e.g., temperature dropped two degrees) Math Book 6.1Grade Level Standard: MA 3.3.3 Students will identify and apply properties of whole numbers to solve equations involving addition and subtraction.3.3.3.aRUse symbolic representation of the identity property of addition (e.g., 3 = 0 + 3).Math Book 3.1, Extra Math Sheets, Manuplatives Chapter 33.3.3.baSolve simple one-step whole number equations involving addition and subtraction (e.g.,  + 2 = 3) Sept./Oct.1Math Book 3.1, 5.1 Extra Math Sheets ManuplativesChapter 3 and 53.3.3.crExplain the procedure(s) used in solving simple one-step whole number equations involving addition and subtraction$SIP-Quarter 1 question Math Book 9.4Chapter 9 SIP Goal\Grade Level Standard: MA 3.4.1 Students will organize, display, compare, and interpret data.< 3.4.1.a7Represent data using horizontal and vertical bar graphs8Math Book 8.4, Extra Math Sheets, Create your own graphs3.4.1.bLUse comparative language to describe the data (e.g., increasing, decreasing)Math Book 2.1, 2.23.4.1.c7Interpret data using horizontal and vertical bar graphsNov. BGrade Level Standard: MA 3.4.2 Mastery not expected at this level.Predictions and InferencesXGrade Level Standard: MA 3.4.3 Students will find and describe experimental probability. Probability3.4.3.aPerform simple experiments (e.g., flip a coin, toss a number cube, spin a spinner) and describe outcomes as possible, impossible, or certainMath Book 26.5, 26.6 Chapter 26Fourth Grade Math CurriculumGrade Level Standard: MA 4.1.1 Students will represent and show relationships among positive rational numbers within the base-ten number system.4.1.1.aRead and write numbers through the millions (e.g. 2,347,589 is the same as 2 million three hundred forty seven thousand five hundred eighty nineAug-Sept6 Ch. 1-Math book Old Standard 4.1.1 & 4.1.2 WorksheetsL.L.4.1.1.bDemonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.2.3 is 6 + .2 + .03)January7Ch. 25-Math Book Old Standard 4.1.1 & 4.1.2 Worksheets4.1.1.cVCompare and order whole numbers and decimals through the hundredths place (e.g. money)Whole-Sept Decimals-JanMoneyeWhole #s: Ch. 1-Math Book Old Standard 4.1.3 Decimals: Ch. 26-Math book Old Standard 4.1.3 Worksheets4.1.1.d Classify a number as even or odd.Ch. 1-Math Book Old Standard 4.1.1 Worksheets4.1.1.e>Represent a fraction as parts of a whole and/or parts of a setDecember/Ch. 21-Math Book Old Standard 4.1.2 Worksheets4.1.1.f^Use visual models to find equivalent fractions (e.g., 2/4 = 1/2, 2/8 = 1/4, 1 = 2/2, 5/5, 3/34.1.1.gwDetermine the size of a fraction relative to one half using equivalent forms (e.g., is 3/8 more or less than one half?)4.1.1.h!Locate fractions on a number line/Ch. 21-Math Book Old Standard 4.1.3 Worksheets4.1.1.i Round a whole number to millions.Ch. 2-Math Book Old Standard 4.2.1 WorksheetspGrade Level Standard: MA 4.1.2 Operations: Students will demonstrate the meaning of division with whole numbers.4.1.2.aUse drawings, words, and symbols to explain the meaning of division [(e.g., as repeated subtraction: Sarah has 24 candies. She put them into bags of 6 candies each. How many bags did Sarah use?) (e.g., as equal sharing: Paul has 24 candies. He wants to shNovember-Ch. 8-Math Book Old Standard 4.2.1 WorksheetsGrade Level Standard: MA 4.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools. 4.1.3.a1Compute whole number division facts 0-10 fluentlyL.L4.1.3.b?Add and subtract decimals to the hundredths place (e.g., money)9Ch. 26, 27, 28 -Math Book Old Standards 4.2.2 Worksheets4.1.3.cMultiply 2-digit whole numbersOct-Nov9Ch. 9, 10, 11 Math Book Old Standard 4.2.1 Worksheets4.1.3.dODivide a three-digit number with one digit divisor with and without a remainder4Ch. 13, 14 Math Book Old Standard 4.2.1 Worksheets4.1.3.eCMentally compute multiplication and division involving powers of 103Ch. 10, 13 Math Book Old Standard 4.2.1 Worksheets4.1.3.f|Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil)November (ongoing)4Ch. 10, 14-Math Book Old Standard 4.2.1 WorksheetsGrade Level Standard: MA 4.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.4.1.4.aEstimate the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness.1Ch. 9, 15 Math Book Old Standard 4.2.1 Worksheets|Grade Level Standard: MA 4.2.1 Characteristics: Students will classify two-dimensional shapes and three-dimensional objects.4.2.1.aWIdentify two-and three-dimensional shapes according to their sides and angle properties.Ch. 19-Math Book Old Standard 4.4.1 Worksheets4.2.1.b-Classify an angle as acute, obtuse, and right.Ch. 19-Math Book Old Standard 4.4.2 Worksheets4.2.1.c8Identify parallel, perpendicular, and intersecting lines4.2.1.dLIdentify the property of congruency when dealing with plane geometric shapes.Ch. 20-Math Book Old Standard 4.4.3 WorksheetsnGrade Level Standard: MA 4.2.2 Coordinate Geometry: Student will describe locations using coordinate geometry.4.2.2.aIdentify the ordered pair of a plotted point in frist quadrant by its location (e.g., (2, 3) is a point two right and three up from the originCh. 6-Math book Worksheets^Grade Level Standard: MA 4.2.3 Transformations: Students will identify simple transformations.4.2.3.aGiven two congruent geometric shapes, identify the transformation (e.g., translation, rotation, reflection) applied to an original shape to creat a transformed shape.Ch. 20-Math book Old Standard 4.4.3 WorksheetsfGrade Level Standard: MA 4.2.4 Spatial Modeling: Students will sue geometric models to solve problems.4.2.4.a~Given a geometric model, use it to solve a problem (e.g., what shapes make a cylinder; streets run parallel and perpendicular).Ch. 19-Math book Old Standard 4.41 WorksheetsGrade Level Standard: MA 4.2.5 Measurement: Students will apply appropriate procedures and tools to estimate and determine measurement using customary and metric units.4.2.5.aASelect and use appropriate tools to measure perimeter of polygons March-April.Ch. 20-Math book Old Standard 4.3.4 Worksheets4.2.5.b.Identify time to the minute on an analog clock-Ch. 5-Math book Old Standard 4.3.3 Worksheets4.2.5.c%Solve problems involving elapsed time4.2.5.dvIdentify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L).Ch. 18-Math book Old Standard 4.3.1 Worksheets4.2.5.edEstimate and measure length using customary (nearest 1/2 inch) and metric (nearest centimeter) units.Ch. 17-Math book Old Standard 4.3.2 Worksheets4.2.5.f4Measure weight and temperature using customary units4.2.5.gICompute simple unit conversions for length within a system of measurement:Ch. 17, 18 Math book Old Standard 4.3.1 & 4.3.2 Worksheets`Grade Level Standard: MA 4.3.1 Relationships: Students will represent and analyze relationships.4.3.1.a8Describe, extend, and apply rules about numeric patterns/Ch.3, 4 Math Book Old Standard 4.6.2 Worksheets4.3.1.bKRepresent and analyze a variety of patterns using words, tables, and graphsgraphing project (rubric)-Ch. 6 Math Book Old Standard 4.5.1 Worksheets4.3.1.c)Use >, <, = symbols to compare quantitiesWhole #- Aug-Sep Decimals-Feb1Ch.1, 26 Math Book Old Standard 4.2.1 Worksheets4.3.1.dTSelect appropriate operational and relational symbols to make a number sentence true.Ch. 8-Math Book Old Standard 4.6.1 Worksheets}Grade Level Standard: MA 4.3.2 Modeling in Context: Students will create and use models to represent mathematical situations.Modeling4.3.2.a`Model situations that involve the multiplication of whole numbers using number lines and symbolsOctober-Ch. 9-Math Book Old Standard 4.2.1 Worksheets4.3.2.bVDescribe and model quantitative change involving multiplication (e.g., money doubling)LA 7.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.Writing ProcessWriting GenresiLA 7.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple genres. LA 7.2.1.a LA 7.2.1.b Use prewriting activities and inquiry tools, using available technology, to generate and organize information, guide writing and answer questions Generate a draft by: " Selecting and organizing idea<s relevant to topic, purpose, and genre " Composing paragraphs with sentences of varying length and complexity avoiding fragments and run-ons " Using effective transitional words and cues to unify important ideas1Paragraphs and Essays using NeSA standard rubrics LA 7.2.1.c,English 7 Year long, Emphasis First Semester5Write Tools Program Resources, Grammar Workbook; ipad LA 7.2.1.drProvide oral, written, and/or electronic feedback to other writers; utilize others feedback to improve own writingfRevise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice) LA 7.2.1.e&Seventh Grade Language Arts Curriculum/LA 7.2.1 Writing Process & 7.2.2 Writing Genres^Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation) Publish a legible document (e.g., report, podcast, web page, PowerPoint) that applies formatting techniques to aid comprehension (e.g., differing fonts, title page, highlighting, spacing) LA 7.2.1.f LA 7.2.2.a LA 7.2.2.b LA 7.2.2.c LA 7.2.2.d LA 7.2.2.e_Write in a variety of genres, considering purpose (e.g., inform, entertain, persuade, instruct)Write in a variety of genres, considering audience (e.g., a known or unknown individual, a business, organization, or cyber audience)Write considering typical characteristics of the selected genre (e.g., letter to the editor, report, email, class notes, essay, research paper, play)Select and apply an organizational structure appropriate to the task (e.g., order of importance, similarity and difference, posing and answering a question)aAnalyze models and examples (own and others) of various genres in order to create a similar piece^Responding to Prompts/Lit/Topics, Prewriting, Drafting, Peer Revising, and Editing AssignmentsGrade Level Standard: 7th a bdegik l 2n1 MpLnqmAr@s"v!&w%txs5z4${#|}O1&!ƇgI' l E'pR֕&F(eiKɢʣXk n ʮ Tl/Uk.۵ʶԸ^!U~t7LG4AH x Kpfsg RM{<MVi%f P @ >#x?hE5id   I y  ) /Omdgj= ,$d&e)ccPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VRv`dDJ| W%9ߘo41a%$g9 7,k2=p9Ѭ3ІMM!}rBq>8>o?MI\]12ol 鎑)Rhs Wth8j  XjulABd7yFۥom ^ejc{m8w6ۃpס7D~w~m(,9ݠs%\G]w9 Pf1*bB14!'%ZtNd3Ɉ@)|CA1eyY YRX{o_}/߼ӛ>{򏖗3IՉ_g|?E=}V~?_ۗOk$Uɧ,1=ND یc\LیiD3D]z"ut:x>\ptDrX'Q B:Ut,e:C8-Sfu<$QdAN;H\:>a Gu/KYˇT8;Y9eR,wpJEx]辅}H1EUl.Qw}2}g_s(KE$ Ͻ_T=!paAxN{|r9/ꡘㄧVhQɖRyju7ƽ)oɔjABÒxR*@4bXq0؁l/>#pFmLok0e:a O2G*L]ì]%V=|1pW! 0`.Wlj9HV3rq44K`fzV mV ,Sw\j-bmX)C7-`8HL^xu*N/43 z6H;8Cdm2iVֵy뤽V,ַr/9[kvxm:;k;v%y117e,1{@`VAz,96ؘpRXwa nְ lIhTSepRf3EX &$"JPp!'!{EQX?ݭh>m9銲ԗ찭L<>JBs0\8z ibiORoB}($.(]@+* 7gg g2ـ %qcfg  dMbP?_*+%&?'?('}'}?)'}'}?MHS_Workroom_2011river4Co dXXA4   o **$dd o **$ddd o RLXXTimes New RomanHTimes New RomanHAficio MP 6001"b,, ` `? 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