Clinton Elementary Math Curriculum Guidees.clinton.k12.ma.us/pdf/math_curriculum_guide_2017.pdf ·...

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Clinton Elementary Math Curriculum Guide

Compiled by: Meghan Silvio

Math Department Chairperson, K-3

Submitted: June 2015

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This document provides an overview of the mathematical skills expected at each grade level over the academic year for Pre-

Kindergarten through grade 3.

We follow the National Common Core Standards and this document vertically aligns the standards and will communicate a detailed

summary of what is expected in each grade level, as well as emphasize the critical areas for instruction.

Our primary instructional tool to deliver instruction on the standards is the Envision Math Program, grades K-3, however teachers are

not limited to only this program. They inform their planning of instruction through assessments and can make instructional decisions

of what lessons and materials they will use to meet the expectation of the standards.

We follow the six Guiding Principles for Mathematical Programs in Massachusetts as well as the Standards for Mathematical

Practice.

Guiding Principles for Mathematics Programs in Massachusetts:

Guiding Principle 1: Learning– Mathematical ideas should be explored in ways that stimulate curiosity, create enjoyment of mathe-

matics, and develop a depth of understanding. Students need to understand mathematics deeply and use it effectively.

Guiding Principle 2– Teaching– An effective mathematics program is based on a carefully designed set of content standards that are

clear and specific, focused, and articulated over time in a coherent sequence.

Guiding Principle 3– Technology– Technology is an essential tool that should be used strategically in mathematics education.

Guiding Principle 4– Equity– All students should have a high quality mathematical program that prepares them for college and ca-

reer.

Guiding principle 5– Literacy Across Content Areas– An effective mathematics program builds upon and develops students literacy

skill and knowledge.

Guiding Principle 6– Assessment– Assessment of student learning in mathematics should take many forms to inform instruction and

learning.

The Standards for Mathematical Practice:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitively.

3. Construct viable argument and critique the reasoning of others.

4. Model with Mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

We should ensure the standards for mathematical practice are

incorporated in our lessons through allowing time for small

group instructional time.

This time allows for interpersonal work on math concepts to

reason, make sense of problems, explain reasoning, model and

justify thinking, and a hands on experience using math tools to

solve problems.

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Curriculum and Planning expectations– Teachers are expected to utilize the curriculum map and pacing. Instructional objectives should be based off stan-

dards and communicated to the students. Small group instruction should be data driven through formal and informal assessments. When planning math work-

shop centers, math stations, a teacher should consider the topic and ways to process the new concept as well as the critical areas outlined in the standards for

their grade level. Ex.) Math fluency. A minimum of 10minutes a day should be devoted to building number sense (PK-K) and fact fluency (grades 1-3).

Instructional expectations: It is expected that there is a balance of whole class instruction, peer collaboration, independent practice, and assessment of skills.

There should be times during the week allotted for small group instruction for focus lessons or remediation of skills based off assessments aligned with stan-

dards. Suggested time:

Math lesson 60-75 minutes: Whole group

lesson 10-15 minutes Small group/guided prac-

tice 30-45minutes Independent applica-

tion/assessment 15minutes

Assessment expectations: Both formal and informal assessments should be considered when planning instruction. Anecdotal records are a meaningful form of

assessment as well as a quick exit ticket or a problem to solve aligned with the standards to wrap up the concept of the day to assess how well the students re-

tained the instruction or to be used if instruction needs to be adjusted or adapted. Teachers will use assessment data like pretests, guided discovery prompts,

etc to inform all instructional planning of the curriculum.

Math instructional resources:

Envision Math program

Touch math

xtramath.org

IXL.com

Reflex math

engage.ny.com

math workshop

Math Daily 3

You tube

Khan Academy

interventioncentral.org

Edivation

Homework expectations:

Homework should be meaningful and have a purpose. Home-

work should be able to be completed independently by the

student and should be modified accordingly if needed.

Homework suggestions:

Fact fluency practice

Drill sheets

Websites that can be monitored by teacher

Word problems

Writing in math

Math in their environment

Reinforce concepts

Explain your thinking in math:

Many standards call for an explanation piece to demonstrate understanding.

Students should be allowed “turn and talk” opportunities during math to process

their understanding of concepts in their own words.

Teachers should utilize “think alouds” to model their own mathematical thinking

regularly during instruction.

Teachers should model what they want to see/expect and examples of what they

don’t want to see when students are asked to do writing in math.

Consistent graphic organizers should be used when solving word problems in

math.

Teachers should allow “shared problem solving or “shared writing in math” be-

fore expecting students to complete problems in math independently.

Anchor charts should be posted so students can refer to steps/models when trying

to independently complete tasks.

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Math Assessment Schedule

Beginning of the Year (BOY)- Objective of the assessment: To assess standards retained from the previous grade

level to acquire a baseline. Teachers should use this information to identify strengths and plan remedial lessons.

Kindergarten checklist should be given and completed by 9/22/17

Grade 1-3 BOY assessment should be given and an item analysis completed by 9/15/17– all grades should

be based on percentage. This grade should not be used to reflect a student’s grade average, only for gather-

ing a baseline and reporting student progress.

Curriculum Based Assessment (DDM)– Objective of the assessment: 1. To monitor student progress with the

standards throughout the year and determine their growth. 2. To use the information to make adaptations to our

curriculum tools and instruction in alignment with the standards.

Grades K-3- BOY (10/6/17) MOY (3/8/17) EOY (6/8/17)

Teachers may start giving the assessments 2 weeks prior to the due date and can be given in chunks. Scores are

given in percentage, and an item analysis should be completed for each class. Please turn in your student scores,

and include an overall class item analysis. This is not used to reflect a students grade average, only for reporting

on progress.

Envision Benchmark assessments are according to the map.

Topic tests are determined by the curriculum map.

These grades will reflect in student’s grade average.

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Focus Areas for Pre-Kindergarten Aligned with Standards:

1. Numbers to 10

2. Two dimensional shapes and three dimensional shapes

3. Counting to answer questions of how many

4. Comparison of Length, Weight, and Capacity

5. Numerals to 5, exposure to Addition and Subtraction stories, counting to

20.

Instructional time should be focused on two critical areas in math for pre-K:

1. Developing an understanding of whole numbers using concrete materials,

including concepts of correspondence, counting, cardinality, and comparison.

2. Describing shapes in their environment.

More learning time should be devoted to developing a concept of number than

any other topic.

Students will be able to:

Counting and Cardinality

* Know number names and counting sequence

* Count to tell the number of objects

* Compare numbers

Operations and Algebraic Thinking

* Understand addition as putting together and adding to and subtraction as taking apart and taking from

Measurement and Data

* Describe and compare measurable attributes

* Classify objects and count the number of objects in each category.

* Work with money

Geometry

* Indentify and describe shapes (squares, circles, triangles, rectangles)

* Analyze, compare, create, and compose shapes

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Focus Area Common Core Standard Instructional tools and Assessments


PK.CC

MA.1 Listen to the name of numbers in meaningful contexts.

MA.2 Recognize the names of written numerals 0-10.

MA.3 Understand the relationships between numerals and quantities up to

10

MA.4 Count many kinds of concrete objects and actions up to ten using one

to one correspondence, and accurately count as many as seven things in a

scattered configuration

MA.5 Use comparative language such as more/less and equal to compare

and describe objects

Ongoing all year ****Major focus area

Read alouds

Songs

Observation

Assessment done 1:1 using a check list

Www.engageny.org——Modules 1-5


PK.OA

MA.1 Use concrete objects to model real world addition and subtraction

through 5

End of year skill (last 20 days)- exposure

Small group addition and subtraction stories to model put-

ting together/taking apart

Www.engageny.org——module 5


PK.MD

MA.1 Recognize the attributes of length, area, weight, and capacity of eve-

ryday objects using appropriate vocabulary (short, tall, heavy, light, big,

small)

MA.2 Compare the attributes of length and weight for two objects including

longer shorter

MA.3 Sort, categorize and classify objects by more than one attribute

MA.4 Recognize certain objects are coins and dollars and coins represent

money

Mid-year

Read alouds

Guided discovery

Observations

Www.engageny.org module 4

Geometry

PK.G

MA.1 Identify relative positions of objects in space and use appropriate lan-

guage.

MA. 2 Identify various two dimensional shapes using appropriate language.

MA.3 Create and represent three dimensional shapes.

Ongoing all year *****Major focus area

Observations

Www.engageny.org module 2

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Focus Areas for Kindergarten Aligned with the Standards

1. Counting and Cardinality Numbers 1-20 and Numbers 1-100

2. Understanding addition and subtraction

3. Place value and composing and decomposing numbers 11-19

4. Measurement and Data

5. Geometry– Identifying shapes

Instructional time should be spent on two critical areas in Kindergarten:

1. Representing, relating, and operating on whole numbers, initially with whole numbers.

2. Describing shapes and space

More learning time in kindergarten should be devoted to number sense than to any other topic.



*Know number names and the count sequence

* Count to tell the number of objects

* Compare numbers


* Understand Addition as putting together and adding to, and understand subtraction as taking apart and taking from

Number and Operations in Base Ten

* Work with numbers 11-19 to gain foundations in place value


* Describe and compare measureable attributes.

* Classify objects and count the number of objects in each category.

Geometry

* Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)

* Analyze, compare, create, and compose shapes

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Focus Area/ Essential Questions Common Core Standards Instructional Tools/ Assessments

Counting and Cardinality– Num-

bers 1-100

What do the numeral symbols

represent?

K.CC.1 Count to 100 by tens and ones K.CC.2 Count

forward beginning from a given number within the know sequence

K.CC.3 Write numbers 0-20. Represent a number of objects with a writ-

ten numeral 0-20 (with 0 representing no objects.)

K.CC.4 Understand the relationship between numbers and quantities; con-

nect counting to cardinality a. When counting objects,

say the number names in standard order, pairing each object with one and

only one number name and each number name with only one object.

b. Understand that the last number said tells the number of objects

counted. The number of objects is the same regardless of their arrange-

ment or the order in which they are counted.

c. Understand that each successive number name refers to a quantity

that is one larger.

K.CC.5 Count to answer “how many” questions about as many as 20

things arranged in a line, a rectangular array, or a circle, or as many as 10

things scattered in a configuration; given a number 1-20 count out that

many objects.

K.CC.6 Identify whether the number of objects in one group is greater

than, less than, or equal to the number of objects in a group e.g. by using

matching and counting strategies.

KCC.7 Compare two numbers between 1 and 10 presented as written nu-

merals

Within week 1 and 2 of school:(by Sept. 22, 2018)

* Give BOY baseline assessment 1:1 with students

By October 6– DDM Curriculum Based Assessment

This will be given 3 times a year to monitor student pro-

gress and retention of skills. For DDM purposes we will

only submit BOY score and EOY score.

Www.engageny.org Modules 1, 3, 5 address these stan-

dards.

Envision Topic 1 One to Five Pacing 9 days

Envision Topic 2 Comparing and Ordering numbers 0-5

Pacing 12 days

Envision Topic 3 Six to Ten

Pacing 9 days

Envision Topic 4 Comparing and ordering numbers 0-10

Pacing 14 days

Assessment to monitor progress: Exit tickets, Student

conference

Benchmark 1-4 assessment by NOVEMBER 21, 2017

Envision Topic 5 Numbers to 20 Pacing 8 days

Topic 5 test

Topic 5 Performance task graded by rubric

Envision Topic 6 Numbers to 100 Pacing 8 days

Topic 6 test

Topic 6 performance task to be graded by a rubric

***Completed by December 22, 2017

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Focus Area/Essential Ques- Common Core Standards Instructional tools/Assessment

Understanding Addition and

Subtraction as composing and

decomposing numbers.

* How do numbers work?

K.OA.1 Represent addition and subtraction with objects, fingers, mental im-

ages, drawings, sounds, acting out situations, verbal explanations, expressions,

or equations.

K.OA. 2 Solve addition and subtraction word problems, and add and subtract

within 10 e.g. by using objects or drawings to represent the problem

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than

one way, e.g. by using objects or drawings and record each decomposition by

drawing or equation ( e.g. 5=2+3 and 5= 4+1)

K.OA.4 For any number 1 to 9, find the number that makes ten when added to

the given numbe, e.g. by using objects or drawings and record the answer with

drawing or equation.

K.OA. 5 Fluently add and subtract within 5

Www. Engageny.org——Module 4

Envision Topic 7 Understanding Addition

Pacing 9 days

Topic 7 assessment

Performance task to be graded by rubric

Envision Topic 8 Understanding Subtraction

Pacing 11 days

Topic 8 assessment


Benchmark 5-8 by February 1, 2018

Envision Topic 9 Composing and Decomposing

numbers 11 to 19

Pacing 7 days

Topic 9 test


***completed by February 14, 2018

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Focus Area/ Essential Questions Common Core Standards Instructional Tools/ Assessements

Composing and decomposing numbers 11-19

* How will understanding the purpose of a digit in a

number help me add and subtract easier?

K.NBT. 1 Compose and decompose numbers from

11 to 19 into tens ones and some further ones, e.g.

by using objects or drawings and record each com-

postion or decomposition by drawing or writing an

equation (10+8=18); understand that these numbers

are composed of tens ones and one, two, three, four,

five, six, seven, eight, or nine ones.

MOY Curriculum Based Assessments given and

recorded to Meghan by March 8, 2018

Www.engageny.org ——Module 5

Envision Topic 10 Composing numbers 11 to 19

Pacing 7 days

Topic 10 test

Performance task to be graded by a rubric

Envision Topic 11 Decomposing numbers 11 to 19

Pacing 7 days

Topic 11 test


****completed by March 14, 2018

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Focus Area/ Essential Questions Common Core Instructional tools/ Assessments


*How do I measure objects?

* When would I record or interpret data?

K.MD.1 Describe measurable attributes of objects, such as

length and weight. Describe several measurable attributes of a

single object.

K.MD. 2 Directly compares two objects with measurable at-

tribute in common to see which object has more o/less of the

attribute, and describe the difference. For example, directly

compare the heights of two children and describe one child is

taller/shorter than the other.

K.MD.3 Classify objects into given categories, count the num-

bers of objects in each category and sort the categories by

count.

K.G.3 Identify shapes as two dimensional (lying in a plane,

“flat”) or three dimensional (solid)

Www.engageny.org——module 3

Envision Topic 12 Measurement

Pacing– 10 days

Topic 12 test

Performance assessment graded by rubric

Benchmark 8-12 by April 4, 2018

Addition fluency check in 0-5

Subtraction fluency check in 0-5

Envision Topic 13 Classifying, counting, categoriz-

ing data

Pacing 9 days

Topic 13 test


***completed by April 13, 2017

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Focus Area/ Essential Ques-

tions

Common Core Standards Instructional Tools/ Assessments

Geometry

*Where do I see shapes in

my real life?

K.G.1 Describe objects in the environment using names of

shapes and describe the relative positions of these objects

using terms such as above, below, beside, in front of, be-

hind, and next to.

K.G.2 Correctly name shapes regardless of their orienta-

tions of overall size

K.G.3 Identify shapes at two dimensional or three dimen-

sional

K.G.4 Analyze and compare two and three dimensional

shapes in different sizes and orientations, using informal

language to describe their similarities, differences, parts

(numbers of sides/verticies) and other attributes (having

equal length)

K.G.5 Model shapes in the world by building shapes from

components (sticks, clay) and drawing shapes.

K.G.6 Compose simple shapes to form larger shapes.

Www.engageny.org—-Module 2 and Module 6

Topic 14 Identifying and Describing shapes

Pacing 10 days

Topic 14 Test


Topic 15 Position and location of shapes

Pacing 7 days

Topic 15 test


Topic 16 Analyzing, comparing, and composing shapes

Pacing 7 days

Topic 16 test


Benchmark 12-16

Addition fluency check in

Subtraction fluency check in

***Completed by May 27, 2017

EOY Curriculum based Assessment (DDM) June 6,

2017

For the remainder of the year:

Step up to Grade 1 lessons

By the last day of school– DDM spread sheet BOY/EOY email a copy to Meghan and

Superintendent

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Sequence for Grade 1 focus areas aligned with standards.

Focus Areas for Grade 1

Focus Area 1– Understanding addition and subtraction

Focus Area 2- Addition and Subtraction strategies and fluency

Focus Area 3– Place value and using it to add and subtract

Focus Area 4– Measurement and Data

Focus Area 5– Geometry

Instructional time should be spent on 4 critical areas in Grade 1:

1. Developing an understanding of addition and subtraction, and strategies for addition and subtraction within 20.

2. Developing an understanding of whole number relationships and place value, including grouping tens and ones.

3. Developing an understanding of linear measurement and measuring lengths as length units.



* Represent and solve problems involving addition and subtraction

* Understand and apply properties of operations and the relationship between addition and subtraction

* Add and subtract within 20

* Work with addition and subtraction equations.


* Extend the counting sequence

* Understand place value

* Use place value understanding and properties of operations to add and subtract.


* Measure lengths indirectly and use non standard units to indicate length units

* Tell and write time

* Represent and interpret data

* Work with money

Geometry

* Reason with shapes and attributes

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Focus Area/Essential Questions Common Core Standards Instructional tools and assessment

Understanding addition and

subtraction

*How will addition and sub-

traction relate to my real life

1. OA. 1– Use addition and subtraction within 20 to solve word problems

involving situations of adding to, taking from, putting together, taking

apart, and comparing with unknowns in all positions e.g. by using ob-

jects, drawings, and equations with a symbol for the unknown to repre-

sent the problem.

1.OA. 3 Apply properties of operations as strategies to add and subtract.

Examples: If 8+3=11 is known, then 3+8=11 is also known.

(Commutative property of addition). To add 2+6+4 the second two num-

bers can be added to make a ten so 2+6+4= 2+10=12 (Associative prop-

erty of addition)

1.OA. 4 Understand subtraction as an unknown addend problem. For

example, subtract 10-8 by finding the number that makes 10 when adding

8.

1.OA.5 Relate counting to addition and subtraction (e.g. counting on 2 to

add 2)

1.OA.6 Add and subtract within 20, demonstrating fluency for addition

and subtraction within 10. Use mental math strategies such as counting

on; making 10 (e.g. 8+6=8+2+4=10+4=14); decomposing a number lead-

ing to a ten (13-4=13-3-1=10-1=9); using the relationship between addi-

tion and subtraction (e.g. adding 6+7 by creating the known equivalent

6+6+1=12+1=13).

1.OA.7 Understand meaning of the equal sign, and determine if equations

involving addition and subtraction are true or false. For example, which

of the following are true and which are false? 6=6, 7=8-1, 5+2=2+5,

4+1=5+2

1.OA.8 Determine the unknown for a whole number in an addition or

subtraction equation relating three whole numbers. For example, deter-

mine the unknown number that makes the equation true in each equation.

MA.9 Write and solve number sentences from problem situations that

express relationships involving addition and subtraction within 20.

By September 15, 2017

*BOY assessment will be given and scored through

item analysis. Data analysis will be conducted so teach-

ers can design remedial lessons and to identify

strengths.

By October 6, 2017

*Curriculum Based Assessment will be given. This will

be given three times a year and will serve as the DDM.

Www.engageny.org—-Modules 1 and 2 cover these stan-

dards

Envision Topic 1– Understanding addition

Pacing 12 days

Topic 1 test / performance task

Envision Topic 2– Understanding subtraction

Pacing 18 days

Topic 2 test /performance task

Envision Topic 3 Five and Ten relationships

Pacing 8 days

Topic 3 test/ performance task

Envision Topic 4 Addition and subtraction facts to 12

Pacing 14 days


Benchmark test 1-4

Addition and subtraction fluency check to be recorded.

****Completed by November 30, 2017

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Focus Area/Essential Questions Common Core Standards Instructional Tools/Assessments

Addition and subtraction facts to 20

*How will adding and subtracting flu-

ently help me in my everyday life?

1.OA. 1– Use addition and subtraction within 20 to solve word prob-

lems involving situations of adding to, taking from, putting together,

taking apart, and comparing with unknowns in all positions e.g. by

using objects, drawings, and equations with a symbol for the un-

known to represent the problem.

1.OA.2 Solve word problems that call for addition of three whole

numbers whose sum is less than or equal to 20 e.g. by using objects,

drawings, and equations with a symbol for the unknown number to

represent the problem.

1.OA. 3 Apply properties of operations as strategies to add and sub-

tract. Examples: If 8+3=11 is known, then 3+8=11 is also known.

(Commutative property of addition). To add 2+6+4 the second two

numbers can be added to make a ten so 2+6+4= 2+10=12

(Associative property of addition)

1.OA. 4 Understand subtraction as an unknown addend problem. For

example, subtract 10-8 by finding the number that makes 10 when

adding 8.

1.OA.5 Relate counting to addition and subtraction (e.g. counting on

2 to add 2)

1.OA.6 Add and subtract within 20, demonstrating fluency for addi-

tion and subtraction within 10. Use mental math strategies such as

counting on; making 10 (e.g. 8+6=8+2+4=10+4=14); decomposing a

number leading to a ten (13-4=13-3-1=10-1=9); using the relationship

between addition and subtraction (e.g. adding 6+7 by creating the

known equivalent 6+6+1=12+1=13).

1.OA.7 Understand meaning of the equal sign, and determine if equa-

tions involving addition and subtraction are true or false. For exam-

ple, which of the following are true and which are false? 6=6, 7=8-1,

5+2=2+5, 4+1=5+2

1.OA.8 Determine the unknown for a whole number in an addition

or subtraction equation relating three whole numbers. For example,

determine the unknown number that makes the equation true in each

equation.

MA.9 Write and solve number sentences from problem situations that

express relationships involving addition and subtraction within 20.

Www.engageny.org

Module 1

Module 2

Envision Topic 5– Adding facts to 20

Pacing 12 days


Envision Topic 6– Subtraction facts to 20

Pacing 10 days

Topic 6 test / performance task

***completed by January 19, 2018

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Focus Area/Essential Questions Common Core Standards Instructional tools/Assessemnts

Place value

*What is the purpose of digits in

numbers?

* How will understanding the pur-

pose of digits in a help me add or

subtract easier?

1.NBT.1 Count to 120, starting at any number less than 120. In this range

read and write numerals and represent a number of objects with a written

numeral.

1.NBT.2 Understand that the two digits of a two digit number represent the

amounts of tens and ones.

Understand the following as special cases.

a. 10 can be thought of as a bundle of ten ones– called a ten.

b. The numbers 11-19 are composed of ten and one, two, three, four, five,

six, seven, eight, or nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,

four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.3 Compare two two digit numbers based on meanings of the tens and

ones digit, recording results of comparisons with the symbols >,<,=

1.NBT.4 Add within 100, including adding a two digit number and a one

digit number, and adding a two digit number and a multiple of 10, using

concrete models or drawings and strategies based on place value, properties

of operations, and/or the relationship between addition/subtraction; relate the

strategy to a written method and explain the reasoning used. Understand

that in adding two digit numbers one adds ten and tens and ones and some-

times it’s necessary to compose a ten.

1.NBT.5 Given a two digit number, mentally find 10 more or 10 less than

the number without having to count; explain the reasoning used

1.NBT.6 Subtract multiples of 10 in the range of 10-90 from multiples of 10

in the range of 10-90 (positive or 0 differences) using convrete models or

drawings and strategies based on place value, properties of operations, and/

or the relationship between addition and subtraction, relate the strategy to a

written method and explain the reasoning.

Curriculum Based Assessment with MOY scores to

be passed in by March 8, 2018.

Www.engageny.org

Module 2

Module 4

Module 6

Envision Topic 7– Counting and number patterns to 120

Pacing: 10 days

Topic 7 test/performance task

Envision Topic 8– Tens and ones

Pacing 10 days


Benchmark 2 Topics 5-8 by March 6, 2017

Addition and subtraction fluency check.

Envision Topic 9– Comparing and ordering numbers to

100

Pacing 7 days


Envision Topic 10 Adding with tens and ones

Pacing 10 days


Envision Topic 11 Subtracting with tens and ones

Pacing 10 days


***completed by April 6, 2018

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Measurement, Time, Money, and Data

*Why would I need to measure something

and how would I go about it?

* How can I tell and measure time?

* How can I count money?

* How do I represent and interpret data?

1.MD.1 Order three objects by length; compare the lengths of two objects

indirectly by using a third object.

1.MD.2 Express the length of an object as a whole number of length units,

by laying multiple copies of shorter object (the length unit) end to end; un-

derstand that the length measurement of an object is the same size of length

units that spain it with no gaps or overlaps; Limit to contexts where the

object being measured is spanned by a whole number of length units with

no gaps or overlaps.

1.MD.3 Tell and write time in hours and half hours using an analog and

digital clock.

1.MD.4 Organize, represent, and interpret data with up to three categories;

ask and answer questions about the total number of data points, how many

in each category, and how many more or less are in one category than in

another.

MA.5 Identify the value of al US coins and know their comparative values.

Find equivalent values of coins. Use appropriate notation. Use the values

of coins in solutions of problems.

Www.engageny.org

Module 3

Topic 12 Length

Pacing 6 days


Benchmark 9-12 by April 25, 2017

Addition/Subtraction fluency check ins

Topic 13 Time and money

Pacing 6 days


Topic 14 Using data to answer questions

Pacing 8 days



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Focus Area/Essential Questions Common Core Standards Instructional tools/Assessment

Geometry

* How are shapes and fractions

relevant in my daily life?

1.G.1 Distinguish between defining attributes (e.g. triangles are closed with 3

sides) vs. non defining attributes (e.g. color, size, orientation); build and draw

shapes that possess defining attributes.

1.G.2 Compose two dimensional shapes (rectangles, squares, trapezoids, trian-

gles, half circles, quarter circles) or three dimensional shapes (cubes, right rec-

tangular prisms, right circular cones, and right circular cylinders) to create com-

posite shape and compose new shapes from the composite shape.

1.G.3 Partition circles and rectangles into two and for equal shares describe the

shares using the words halves, fourths, quarters, and use phrases half of, fourth

of, and quarter of. Describe the whole as two of, or four of the shares. Under-

stand for these examples that decomposing into more equal shares creates

smaller shares.

Www.engageny.org

Module 5

Topic 15 Geometry

Pacing 10 days


Topic 16 Fractions of shapes

Pacing 6 days


Benchmark 13-16 by June 8, 2017

Addition and subtraction fluency

assessment

***completed by June 6, 2017

End of year: When you finish curriculum map you can begin the step up to grade 2 lessons

through Envision.

Curriculum Based Assessment– DDM BOY and EOY only scores on spread sheet emailed to

Meghan and Superintendent.

19

Sequence for Grade 2 Focus Areas Aligned with Standards

Focus Areas for Grade 2:

Focus Area 1: Understanding Addition and Subtraction Strategies

Focus Area 2: Place Value and Mental Math

Focus Area 3: 2 and 3 digit addition and subtraction and place value

Focus Area 4: Geometry

Focus Area 5: Counting Time and money

Focus Area 6: Time, Graphs, and Data

Instructional time should focus on 4 critical areas in Grade 2:

1. Extending understanding of base-ten notation.

2. Building fluency with addition and subtraction.

3. Using standard units of measure.

4. Describing and analyzing shapes.

Students should be able to:


* Represent and solve problems involving addition and subtraction

* Add and subtract fluently within 20

* Work with equal groups of objects to gain foundations for multiplication


* Understand place value

* Use place value understanding and properties of operations to add and subtract.


* Measure and estimate lengths in standard units

* Relate addition and subtraction to length

* Work with time and money


Geometry

* Reason with shapes and attributes

20

Focus Area/Essential Questions Common Core Standards Instructional tools/assessments

Understanding Addition and Subtraction

strategies

2.OA.1 Use addition and subtraction strategies within 100 to solve one

and two step word problems involving situations of adding to, taking

from, putting together, taking apart, and comparing, with unknowns in

all positions, e.g. By using drawings and equations with a symbol for

the unknown number to represent the problem.

2.OA.2 Fluently add and subtract within 20 using mental strategies. By

the end of grade 3 know from memory all sums of two one digit num-

bers.

2.OA.4 Use addition to find the total number of objects arranged in rec-

tangular arrays with up to 5 rows and up to 5 columns; write an equation

to express the total as a sum of equal addends.

2.NBT.5 Fluently add and subtract within 100 using strategies based on

place value, properties of operations, and/or the relationship between

addition and subtraction.

2.NBT.9 Explain why addition and subtraction strategies work, using

place value and the properties of operations.


*BOY assessment will be given and scored through

item analysis. Data analysis will be conducted so

teachers can design remedial lessons and to identify

strengths.

By October 6, 2017

*Curriculum Based Assessment will be given. This

will be given three times a year and will serve as the

DDM.

Www.engageny.org

Module 1

Envision Topic 1– Understanding addition and subtrac-

tion Pacing 10 days


Envision Topic 2– Addition Strategies

Pacing 10 days


Envision Topic 3– Subtraction Strategies

Pacing 8 days


Envision Topic 4– Working with equal groups

Pacing 6 days


Benchmark test topics 1-4

***Completed by October 30, 2017

21

Focus Area/Essential Questions Common Core Standards Instructional Tool/Assessment

Place value

Mental strategies for addition and subtrac-

tion

*How can solid understanding of place

value help me add and subtract quickly?

2.NBT.1 Understand that three digits of a three digit number represent

amounts of hundreds, tens, and ones, e.g. 706 equals 7 hundreds, 0 tens, and

6 ones. Understand the following as special cases:

(a ) 100 can be thought of as a bundle of ten tens– called a “hundred.”

2.NBT.2 Count within 1000; skip count by 5’s, 10’s, and 100’s.

2.NBT.3 Read and write numbers to 1000 using base ten numerals, number

names, and expanded form

2.NBT.4 Compare two three digit numbers based on meanings of the hun-

dreds, tens, and ones digits using <, +, >symbols to record the results of

comparisons.

2.NBT.5 Fluently add and subtract within 100 using strategies based on

place value, properties of operations, and/or the relationship of addition and

subtraction.

2.NBT.6 Add up to four two digit numbers using strategies based on place

value and properties of operations.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings

and strategies based on place value, properties of operations, and/or the rela-

tionship of addition and subtraction; relate the strategy to a written method.

Understand that in adding or subtracting three digit numbers one adds or

subtracts hundreds and hundreds, tens and tens, ones and ones; and some-

times it is necessary to compose or decompose tens or hundreds.

2.NBT.8 Mentally add 10 or 100 to a given number 100-900 and mentally

subtract 10 or 100 from a number 100-900.

2.NBT.9 Explain why addition and subtraction strategies work, using place

value and the properties of operations.

2.OA.1 Use addition and subtraction strategies within 100 to solve one and

two step word problems involving situations of adding to, taking from, put-

ting together, taking apart, and comparing, with unknowns in all positions,

e.g. By using drawings and equations with a symbol for the unknown num-

ber to represent the problem.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even

number of members e.g. by pairing objects or counting them by 2’s; write an

equation to express an even number as a sum of two equal addends.

Www.engageny.org

Module 3

Module 4

Module 5

Envision Topic 5– Place value to 100

Pacing 10 days


Envision Topic 6– Mental strategies for

addition

Pacing 10 days


Envision Topic 7 Mental Subtraction

Pacing 7 days

Topic 7 test/performance test

***Completed by Dec. 22, 2017

22

Focus Area/Essential questions Common Core Standards Instructional tools/ assessment

Two and three digit addition and

subtraction

Place value to 1000

*How will a solid foundation of

place value help me add and

subtract quickly?

2.NBT.1 Understand that three digits of a three digit number represent

amounts of hundreds, tens, and ones, e.g. 706 equals 7 hundreds, 0 tens, and 6

ones. Understand the following as special cases:

(a ) 100 can be thought of as a bundle of ten tens– called a

“hundred.”

(b) The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,

two, three, four, five, six, seven, eight, nine hundreds (0tens and 0 ones)

2.NBT.2 Count within 1000; skip count by 5’s, 10’s, and 100’s.

2.NBT.3 Read and write numbers to 1000 using base ten numerals, number

names, and expanded form

2.NBT.4 Compare two three digit numbers based on meanings of the hun-

dreds, tens, and ones digits using <, +, >symbols to record the results of com-

parisons.

2.NBT.5 Fluently add and subtract within 100 using strategies based on place

value, properties of operations, and/or the relationship of addition and sub-

traction.

2.NBT.6 Add up to four two digit numbers using strategies based on place

value and properties of operations.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings

and strategies based on place value, properties of operations, and/or the rela-

tionship of addition and subtraction; relate the strategy to a written method.

Understand that in adding or subtracting three digit numbers one adds or sub-

tracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it

is necessary to compose or decompose tens or hundreds.

2.NBT.8 Mentally add 10 or 100 to a given number 100-900 and mentally

subtract 10 or 100 from a number 100-900.

2.NBT.9 Explain why addition and subtraction strategies work, using place

value and the properties of operations.

2.OA.1 Use addition and subtraction strategies within 100 to solve one and

two step word problems involving situations of adding to, taking from, put-

ting together, taking apart, and comparing, with unknowns in all positions,

e.g. By using drawings and equations with a symbol for the unknown num-

ber to represent the problem.

Www.engageny.org

Module 3

Module 4

Module 5

Envision Topic 8 Two digit addition

Pacing 12 days


Benchmark 5-8 test by January 25, 2018

Addition and Subtraction fluency check in

Envision Topic 9 Two digit subtraction

Pacing 12 days


Envision Topic 10 Place value to 1000

Pacing 13 days


Curriculum Based Assessment MOY scores re-

corded by March 8, 2018

Envision Topic 11 Three digit addition and sub-

traction

Pacing 13 days


***Completed by March 23, 2018

23

Focus Area/Essential Questions Common Core Standards Instructional tools/ Assessments

Geometry

*How do shapes relate to my real life?

* How can I describe, identify, and

analyze shapes?

2.G.1 Recognize and draw shapes having specified attributes such as a given

number of angles or a given number of faces. Identify triangles, quadrilater-

als, pentagons, hexagons, and cubes.

2.G.2 Partition a rectangle into rows and columns of same size squares and

count to find the total number of them.

2.G.3 Partition circles and rectangles into two, three, four equal shares, de-

scribe the shares using the words halves, thirds, half of, etc., and describe the

whole as two halves, three thirds, four fourths, Recognize that equal shares

of identical wholes need not have the same shape.

Www.engageny.com

Module 6 (2.G.2)

Module 8

Envision Topic 12 Geometry

Pacing 12 days


Benchmark test Topic 9-12

Addition and subtraction fluency

***Completed by April 13, 2017

24

Focus area/ Essential Questions Common Core Standards Instructional tools/assessment

Measurement, Money, Time,

Data, and graphs

*What kinds of things do I meas-

ure and how do they relate to my

life?

2.MD.1 Measure the length of an object by selecting and using appropriate tools

such as rulers, yardsticks, meter sticks, and measurement tapes.

2.MD.2 Measure the length of an object twice, using length units of different lengths

for two measurements relate to the size of the chosen units.

2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters

2.MD.4 Measure to determine how much longer one object is than another, express-

ing the length difference in terms of standard length unit.

2.MD.5 Use addition and subtraction within 100 to solve word problems involving

lengths that are given in the same units, e.g. by using drawings (such as drawings of

rulers) and equations with a symbol for the unknown number to represent the prob-

lem.

2.MD.7 Tell and write time from analog and digital clocks to the nearest five min-

utes using a.m and p.m.

MA.7 a. Know the relationships of time including seconds in one minute, minutes in

an hour, hours in a day, days in a week, a month, a year, and weeks in a month and

in a year.

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and

pennies using a $ symbols appropriately. Example: If you have 2 dimes and 3 pen-

nies how many cents do you have altogether?

2.MD.9 Generate measurement data by measuring lengths of several objects to the

nearest whole unit, or by making repeated measurements of the same object. Show

the measurements by making a line plot, where the horizontal scale is marked off in

whole number units.

2.MD.10 Draw a picture or graph and bar graph (with a single unit scale) to repre-

sent data set with up to four categories. Solve simple put together, take apart and

compare problems using information presented in a bar graph.

2.NBT.9 Explain why addition and subtraction strategies work, using place value

and properties of operations.

Www.engageny.com

Module 2

Module 7

Envision Topic 13 Counting Money

Pacing 7 days


Envision Topic 14 Money

Pacing 6 days


Envision Topic 15 Length

Pacing 13 days


Envision Topic 16 Time, graphs,

data

Pacing 10 days


Benchmark assessment 13-16

Addition/Subtraction fluency

***Completed by June 1, 2017

Curriculum based assessment June

11, 2017

End of year: When you finish curriculum map you can begin the step up to grade 3lessons through

Envision.

Curriculum Based Assessment– DDM BOY and EOY only scores on spread sheet emailed to Meghan

and Superintendent.

25

Sequence of Grade 3 Focus Areas Aligned with Standards

Focus Areas for Grade 3:

Focus Area 1: Place value

Focus Area 2: Properties of Multiplication and Division

Focus Area 3: Multiplication and Division

Focus Area 4: Multiplication and Area

Focus Area 5: Fractions as Numbers

Focus Area 6: Geometry and Measurement

Focus Area 7: Collecting and Displaying Data

Instructional time should focus on 3 critical areas in Grade 3:

1. Developing understanding of multiplication and division strategies for multiplication

and division within 100.

2. Developing an understanding of fractions especially unit fractions (fractions with a nu-

merator.)

3. Developing understanding of the structure of rectangular arrays and of area.

4. Describing and Analyzing 2-dimensional shapes.

Students should be able to:

Operations and Algebraic Thinking:

* Represent and solve problems involving multiplication and division

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

* Multiply and divide within 100

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

Number in Operations in Base-Ten

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

Numbers and Operations– Fractions

* Develop understanding of fractions as numbers


* Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects


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

* Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures

Geometry

* Reason with shapes and their attributes.

26

The first 4-6 weeks of school will be used to assess students to find a baseline of skills for each individual student using the Grade 2 standards. Strengths will

be noted and review/remedial lessons developed. Student will build off previously learned skills to ensure a firm foundation as we introduce the new skills

that will be taught in grade 3.

Weeks 1-6

Focus Area/Essential Questions Common Core Standards Instructional tools/assessments

Review/Remediation/

Foundational Skills

* Place value

* Rounding

* Estimation

* Addition/Subtraction

*How are greater numbers read

and written?

* How can sums and differences

be found metally?

Grade 2 review standards:

2.NBT.1

2.NBT.3

2.NBT. 4

2.NBT.5

2.NBT.6

2.NBT.7

2.NBT. 8

2.NBT.9

Grade 3 FOCUS standards for this topic:

3.NBT.1 Use place value understanding to round whole numbers to the

nearest 10 or 100.

3.NBT.2 Fluently add and subtract within 1000 using strategies and algo-

rithms based on place value, properties of operations, and/or the relation-

ship between addition and subtraction.

Additional Grade 3 standards:

3.OA.8 Solve two step word problems using the four operations.. Represent

these problems using equations with a letter standing for the unknown

quantity. Assess the reasonableness of answers using mental computation

and estimation strategies, including rounding.

3.OA.9 Identify arithmetic patterns (including patterns in the addition table

or multiplication table) and explain them using the properties of operations.

For example, observe that 4 times a number is always even, and explain

why 4 times a number can be decomposed into 2 equal addends.


*BOY assessment will be given and

scored through item analysis. Data

analysis will be conducted so teachers

can design remedial lessons and to iden-

tify strengths.

By October 6, 2017

*Curriculum Based Assessment will be

given. This will be given three times a

year and will serve as the DDM.

Www.engageny.com

Grade 2 module 3

Grade 2 module 4

Grade 2 module 5

Weeks 1-6

Pacing 5 weeks for review/remedial les-

sons. Use BOY data and teacher assess-

ment as well as observation to inform les-

son planning.

Envision Topic 1– numeration

Envision Topic 2– Number sense addition/

subtraction

Envision Topic 3– Using place value

Assessment: Adapted assessment to encom-

pass Topics 1-3

***Completed October 17, 2017

27

Focus Area/Essential Question Common Core Standards Instructional tools/Assessments

Properties of Multiplication and

division

How are addition and multi-

plication related?

What patterns can be used to

find certain multiplication

facts?

How can unknown multipli-

cation facts be found using

known facts?

Represent and solve problems using multiplication and division.

3.OA.1 Interpret products of whole numbers, e.g.interprets 5x7 as the total num-

ber of objects in 5 groups of 7 objects each. For example, describe a context in

which a total number of objects can be expressed as 5x7.

3.OA. 3 Use multiplication and division within 100 to solve word problems in

situations involving equal groups, arrays, and measurement quantities, e.g. by

using drawings and equations with a symbol for the unknown number to repre-

sent the problem.

3.OA.5 Apply the properties of operations as strategies to multiply and divide.

Examples if 6x4=24 is known, then 4x6=24 is also know (commutative property

of multiplication) 3x5x2 can be found by 3x5=15 then 15x2 is 30 of by 5x2 then

3x10 (associative property of multiplication). Knowing that 8x5=40 and 8x2=16

once can find 8x7 as 8x(5+2)= (8x5)+(8x2)= 40 +16=56 (distributive property)

3.OA.7 fluently multiply and divide within 100 using strategies such as the rela-

tionship between multiplication and division (ex. 8x5=40 on knows 40/5=8 or

properties of operations. (By the end of grade 3, know from memory all prod-

ucts of two one digit numbers).

3.OA.8 Solve two step word problems using the four operations. Represent these

problems using equations with a letter standing for the unknown quantity. As-

sess the reasonableness of answers using mental computation and estimation

strategies, including rounding.

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or

multiplication table) and explain them using the properties of operations. For

example, observe that 4 times a number is always even, and explain why 4 times

a number can be decomposed into two equal addends.

3.MD.3 Draw a scaled picture graph and scaled bar graph to represent data set

with several categories. Solve one and two step “how many more” and “how

many less” problems using information presented in scaled bar graphs. For ex-

ample draw a bar graph in which each square in the bar graph represents 5 pets.

3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with

whole-number side lengths a+b+c is the sum of axb and axc. Use area models to

represent the distributive property of mathematical reasoning.

***Expose to area and finding the area by multiplying length times width. Use

vocabulary and strategy (see topic 14 for guidance)

Www.engageny.com

Module 1

Module 6 (3.MD.3)

Envision Topic 4– Meaning of multiplica-

tion

Pacing 5-8 days

Topic 4 test– 20 points/performance task

Fluency check ins for addition/

subtraction/multiplication and division

by October 31.

Envision Topic 5– Multiplication Facts:

Use patterns

Pacing 7-10 days


Envision Topic 6– Multiplication Facts:

Use known facts

Pacing 10-14 days

Topic 6 test– 19 points /performance task

***Completed by December 8, 2017

28

Focus Area/Essential Questions Common Core Standards Instructional tools/Assessments

Meanings of Division

How is division related to

the other operations?

How can an unknown divi-

sion fact be found by

thinking of a related multi-

plication fact?

3.OA. 3 Use multiplication and division within 100 to solve word problems in situa-

tions involving equal groups, arrays, and measurement quantities, e.g. by using draw-

ings and equations with a symbol for the unknown number to represent the problem.

3.OA. 4 Determine the unknown whole number in a multiplication or division equa-

tion relating three whole numbers. For example determine the unknown number that

makes the equation true in each of the equations 8x?=56, 5=?/3, 6x6=?

3.OA.5 Apply the properties of operations as strategies to multiply and divide. Ex-

amples if 6x4=24 is known, then 4x6=24 is also know (commutative property of mul-

tiplication) 3x5x2 can be found by 3x5=15 then 15x2 is 30 of by 5x2 then 3x10

(associative property of multiplication). Knowing that 8x5=40 and 8x2=16 once can

find 8x7 as 8x(5+2)= (8x5)+(8x2)= 40 +16=56 (distributive property)

3.OA.6 Understand division as an unknown factor problem. For example, find 32/8

by finding the number that makes 32 when multiplied by 8.

3.OA.7 fluently multiply and divide within 100 using strategies such as the relation-

ship between multiplication and division (ex. 8x5=40 on knows 40/5=8 or properties

of operations. (By the end of grade 3, know from memory all products of two one

digit numbers).

3.OA.8 Solve two step word problems using the four operations. Represent these

problems using equations with a letter standing for the unknown quantity. Assess the

reasonableness of answers using mental computation and estimation strategies, in-

cluding rounding.

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multi-

plication table) and explain them using the properties of operations. For example,

observe that 4 times a number is always even, and explain why 4 times a number can

be decomposed into two equal addends.

***Expose to standard 3.MD.2 (see topic 15 for guidance) Review standards verti-

cally related to the standard.

Www.engageny.com

Module 1

Module 3

Envision Topic 7– Meaning of Division

Pacing 6-9 days

Topic 7 test 14 points– Performance task

Envision Topic 8– Division Facts

Pacing 10-14 days

Topic 8 test 18 points– Performance task

Benchmark test 5-8

Multiplication/Division fluency

Addition/Subtraction fluency (required

for identified students)

***Completed by January 24, 2017

29


Understanding Fractions

What are different interpreta-

tions of fractions?

What are different ways to

compare fractions?

3.NF.1– Understand a fraction 1/b as the quantity formed by 1 part when a whole is

partitioned into b equal parts; understand a fraction a/b as the quantity formed by parts

of size 1/b.

3.NF.2– Understand a fraction as a number on the number line; represent fractions on a

number diagram.

a. Represent a fraction 1/b on a number line diagram by defining the interval from a 0

to 1 as the whole and partitioning it into b equal parts. Recognize that each part has

size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the num-

ber line.

b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from

0. Recognize that the resulting interval has size a/b and that its endpoint locates the

number a/b on the number line.

3.NF.3 Explain the equivalence of fractions in special cases, and compare fractions by

reasoning about their size.

a. Understand two fractions as equivalent (equal) if they are the same size of the same

point on a number line.

b. Recognize and generate simple equivalent fractions e.g. by using a visual fraction

model.

c. Express whole numbers as fractions, recognize fractions that are equivalent to whole

numbers. Examples: Express 3 in the form 3=3/1; recognize that 6/1=6; locate 4/4 and

1 at the same point on a number line diagram.

d. Compare two fractions with the same numerator of the same denominator by reason-

ing about their size. Recognize that comparisons are valid only when two fractions

refer to the same whole. Record the results of comparisons with the symbols <,=,> and

justify the conclusions, e.g. by using a fraction model.

***Expose to Data— standards 3.MD.3 and 3.MD.4 see topic 16 for guicance

Www.engage.ny.com

Module 5

Envision Topic 9 17 points– Un-

derstanding fractions

Pacing 10-14 days


Envision Topic 10 test 21 points–

Fraction Comparison and Equiva-

lence Pacing 10-15 days


Curriculum Based Assessment

MOY Multiplication/Division

fluency check in by March 8,

2017

***completed by March 13,

2017

30

Focus Area/Essential Questions Common Core Standards Instructional tools/Assessment

Two dimensional shapes and their

attributes

Telling Time

*How can two dimensional

shapes be described, analyzed,

and classified?

* How can lengths of time be

measured and found?

3.G.1 Understand that shapes in different categories (rhombuses, rectangles, and

others) may share attributes (having 4 sides) and that shared attributes can define a

larger category (quadrilaterals). Recognize rhombuses, rectangles, and squares are

examples of quadrilaterals, and draw examples of quadrilaterals that do not belong

in any of these subcategories.

3.G.2 Partition shapes into parts with equal areas. Express the area for each part as

a unit fraction of the whole. For example, partition a shape into 4 parts with equal

areas and describe the area of each part as 1/4 of the area of the shape.

3.MD.1 Tell and write time to the nearest minute and measure time intervals in min-

utes. Solve word problems involving addition and subtraction of time intervals in

minutes e.g. by representing the problem on a number line diagram.

***expose to perimeter– Use vocabulary, problem solving strategies See topic 13

for guidance

Www.engageny.com

Module 5

Envision Topic 11 Two dimensional

shapes and their attributes

Pacing 10-15 days

Topic 11 test– 15 points/ performance

task

Envision Topic 12 Time

Pacing 6-8 days

Topic 12 test– 19 points. Performance

task

Benchmark 9-12 test

***Completed by April 13, 2017

31


Perimeter and Area

*How can perimeter be measured

and found?

What does area mean? How

can I determine area of a

shape

****Students were exposed to area

in topics 4-6 (December) and ex-

posed to perimeter (Mar-Apr)

3.MD.8 Solve real world and mathematical problems involving perimeters of poly-

gons including finding the perimeter given the side lengths, finding the unknown

side length, and exhibiting rectangles with the same perimeter and different areas or

with the same area and different perimeters.

3.MD.5 Recognize area as an attribute of plane figures and understand the concepts

of area measurement.

a. A square with a side length 1 unit, called a unit square is said to have one square

unit of area and can be used to measure area.

b. A plane figure which can be covered without gaps of overlaps by n units is said to

have an area of n square units.

3.MD.6 Measure areas by counting unit squares (square cm, square m, square in,

square ft., and improvised units).

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

a. Find the area of a rectangle with whole number side lengths by tiling it, and show

that the area is the same by multiplying the side lengths.

b. Multiply side lengths to find areas of rectangles with whole-number side lengths

in the context of solving real world mathematical problems and represent whole

number products as rectangular areas in mathematical reasoning.

c. Use tiling to show in a concrete case that the area of a rectangle with whole num-

ber side lengths a and b +c is the sum of axb and axc. Use area models to represent

the distributive property in mathematical reasoning.

d. Recognize area as additive. Find areas of rectilinear figures by decomposing

them into non overlapping rectangles and adding the areas of non overlapping parts,

applying this technique to solve real world problems.

3.G.2 Partition shapes into parts with equal areas. Express the area for each part as

a unit fraction of the whole. For example, partition a shape into 4 parts with equal

areas and describe the area of each part as 1/4 of the area of the shape.

Www.engageny.com

Module 4

Envision Topic 13

Pacing 6 days

Topic 13 test– 13 points /performance

task

Envision Topic 14

Pacing 12-14days



32

Focus Area/Essential Questions Common Core Standards Instructional tools/ assessement

Liquid, Volume, and Mass

Data

*What are the customary units for

measuring capacity and weight?

* How can data be represented, inter-

preted, and analyzed?

3.MD.2 Measure and estimate liquid volumes and masses of objects using

standard units of grams (g), kilograms (kg), and liters (l). Add, subtract,

mulitply , or divide to solve one step word problems involving masses or

volumes that are given in the same units e.g. by using drawings (such as a

beaker with a measurement scale) to represent the problem.

3.MD.3 Draw a scaled picture graph and scaled bar graph to represent data

set with several categories. Solve one and two step “how many more” and

“how many less” problems using information presented in scaled bar

graphs. For example draw a bar graph in which each square in the bar

graph represents 5 pets.

3.MD.4 Generate measurement data by measuring lengths using rulers

marked with halves and fourths of an inch. Show the data by making a line

plot, where the horizontal scale is marked off in appropriate units– whole

numbers, halves, and quarters.

Www.engageny.com

Module 6

Module 7 (3.MD.4)

Topic 15 Liquid Volume and Mass

Pacing 6 days

Topic 15 test 21 pts/Performance task

Topic 16 Data

Pacing 6 days

Topic 16 test– 12 points/ Performance task

Benchmark test 12-16

fluency check in

***completed by June 6, 2017

EOY Curriculum based assessment June

11, 2017

End of year: When you finish curriculum map you can begin the step up to grade 4 lessons through Envision.

Curriculum Based Assessment– DDM BOY and EOY only scores on spread sheet emailed to Meghan and Superintendent.

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