Curriculum & Grade 4: Mathematics Pacing · PDF fileGrade 4: Mathematics Curriculum & Pacing...

Grade 4: Mathematics

Curriculum & Pacing Guide

TVaughan

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011

Updated Summer 2014 tjv

Grade 3: Mathematics

Refer to the Curriculum Framework for actual lesson planning Modified Summer 2014 tjv

Martinsville City Public Schools’ Instructional Plan of Action

The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community. Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their

abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading and ARDT (Algebra Readiness Diagnostic Test), is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year. Curriculum Guide OVERVIEW

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons, & Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21st Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

This symbol is used through to denote a 21st Century skill.

This symbol is used throughout to denote a 21st Century Global Connection.


Curriculum Big Ideas Instructional Strategies & Model Lessons Assessment Items

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st

Century skills will be identified by this symbol

Standards of Learning that meet the 21st Century Learning of Global Connections will be designated with this symbol

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.

Learning Overview

The Third Grade student will be provided many opportunities to engage in experiences involving problem solving, data collection and analysis, and algebraic thinking. The Virginia Standards of Learning provide the foundation for Third grade mathematics. The standards are organized into 6 strands: Number/Number Sense: The focus of instruction allows students to understand counting, classification, whole numbers, place value, fractions, number relationships, and the effects of single-step and multistep computations. Computation and Estimation: The focus of instruction allows students to develop an understanding of the meanings of the operations such as addition and subtraction, using real-life experiences in which they are simply joining sets, taking away or separating from a set or comparing sets.. Measurement: The focus of instruction allows students to develop the skills and tools needed to measure length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money. Geometry: The focus of instruction allows students to develop and understanding about how geometric figures relate to each other and begin to use mathematical reasoning to analyze and justify properties and relationships among figures. Probability and Statistics: The focus of instructions allows students to deepen their understanding of concepts of chance by using experiments to explore the possible outcomes of situations and predict results. Patterns, Functions, and Algebra: The focus of instruction allows students to develop concepts related to patterns, functions, and algebra by recognizing and comparing pattern and properties.


Learning Targets at a Glance – 3rd Grade Math

First Quarter

Second Quarter

Third Quarter

Fourth Quarter

Calendar: Introduce and ongoing practice throughout year: 3.11 Time: nearest minute Elapsed Time 3.12 Calendar Skills 3.13 Temperature 3.17 Data and graphing Instruction: 3.1 Place Value 3.2 Addition/Subtraction 3.4 Estimating/Problem Solving 3.20 Properties of Additions/Subtraction

Calendar: Ongoing practice throughout year: 3.11 Time: nearest minute Elapsed Time 3.12 Calendar Skills 3.13 Temperature 3.17 Data and graphing Instruction: 3.5 Multiplication facts to 12/related division 3.6 Multiplication Models 3.19 Multiplication Table Numeric pattern 3.20 Multiplication/Division Properties 3.17 Data and graphing Ongoing Practice and Review: 3.2 3.4

Calendar: Ongoing practice throughout year: 3.11 Time: nearest minute Elapsed Time 3.12 Calendar Skills 3.13 Temperature 3.17 Data and graphing Instruction: 3.14 Plane/Geometric Figure 3.15 Points/Rays/lines/angles/line segements 3.16 Congruent/Noncongruent 3.3 Fractions 3.7 Proper Fractions Ongoing Practice and Review: 3.2 3.4 3.5

Calendar: Ongoing practice throughout year: 3.11 Time: nearest minute Elapsed Time 3.12 Calendar Skills 3.13 Temperature 3.17 Data and graphing Instruction: 3.8 Money 3.9 Measurement 3.10 Area/Perimeter 3.18 Probability 3.6 Multiplication 2 digit x 1 digit Ongoing Practice and Review: 3.2 3.4 3.5

Grade 3 Mathematics Test Blueprint Summary Table

50 question test

Number/Number Sense Computation/Estimation Measurement/Geometry Probability, Statistics, Patterns, Functions and Algebra

10 10 11 9


5 Minutes

10 Minutes 25 Minutes

20 Minutes

Suggested Time Allocation for a 60 Minute Math Block

Bellringer

Calendar Activity

Skill Lesson

Practice/Small Group Instruction


21st Century Internet Safety Procedures

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of information. 2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites. 3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage. 4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.


Content: Mathematics Grade 3

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Introduce with

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ongoing practice

Time 3.11 The student will a) tell time to the nearest minute, using analog and digital clocks; and b) determine elapsed time in one-hour increments over a 12-hour period The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Tell time to the nearest minute, using analog and digital clocks. • Match the times shown on analog and digital clocks to written times and to each other. • When given the beginning time and ending time, determine the elapsed time in one-hour increments within a 12-hour period (times do not cross between a.m. and p.m. Solve practical problems in relation to time that has elapsed.

Time: Elapsed time: Increments: Digital clock: Analog clock: Minute: Hour:

Clocks VDOE Math Word Wall Voc. Dinah Zikes

Foldables:

Measuring Up Math-Pages on Time Rockingham Site (Elapsed Time Matching Game, Equivalent Periods of Time Matching Game)

VDOE ESS: 3.11 -Where did the time go? -Hoppin on the Elapsed Time line

-It’s about time.

EnVision Math 17-2 pp. 386-397 17-4 400-401

Math Out of the

Box- Scales/Balances Lessons: 12-13

STAR Math Teacher Made Assessments



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3.12 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Identify equivalent relationships observed in a calendar, including the number of days in a given month, the number of days in a week, the number of days in a year, and the number of months in a year. • Identify the number of minutes in an hour and the number of hours in a day.

Calendar Year:

Month:

Week:

Leap Year: Relationship: Equivalent:

Calendar VDOE Math Word Wall Voc. Dinah Zikes Foldables:

VDOE ESS: 3.12 Calendar Math

EnVision Math 17-3 pp. 398-399

Math Out of the

Box- Scales/Balances Lessons: 14




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3.13 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Read temperature to the nearest degree from real Celsius and Fahrenheit thermometers and from physical models (including pictorial representations) of such thermometers.

Temperature: Thermometer: Degrees: Celsius: Fahrenheit Increment: Symbols:

Thermometers VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Rockingham Site Temperature Instructional Notebook Interactive Thermometer on Smart Tools

VDOE ESS:

3.13 -Was the Groundhog Correct?

EnVision Math 17-5 pp. 402-403

Math Out of the

Box Scales/Balance Lesson 15



Content: Mathematics Grade Level: 3

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Number and Number Sense 3.1 The student will a) read and write six-digit numerals and identify the place value and value of each digit; b) round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and c) compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to)

. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Investigate and identify the place and value for each digit in a six-digit numeral, using Base-10 manipulatives (e.g., Base-10 blocks). • Use the patterns in the place value system to read and write numbers. • Read six-digit numerals orally. • Write six-digit numerals that are stated verbally or written in words. • Round a given whole number, 9,999 or less, to the nearest ten, hundred, and thousand.

Place value: Unit: Long: Flat: Cube: Periods Tens Hundreds Thousands Standard form: Written form: Expanded form

Estimate:

Graphic organizers •HTO chart •Foldable for expanded form Number Lines Base Ten Blocks-manipulatives VDOE Math Word Wall Voc. Dinah Zikes Foldables:

National Library of Manipulatives (Base Blocks, Place Value Number Lines) Rockingham Site (Place Value Millionaire Game, Rounding Instructional Notebook) Brain Pop (Rounding, Inequalities, Comparing Prices) Smart Exchange-(Place Value Disks 1-1000, The Card Game War)

VDOE ESS: 3.1 -Rounding Whole Numbers -Comparing Numbers -Place Value

EnVision Math 3.1a 1-3 pp. 8-9 3.1b 2-4 40-43 3.1c 1-5 12-15

Math Out of the Box

Ordering/Arranging Lessons: 9-14 VDOE Module: -Place Value Hula Hoop -Place Value Paths -Place Value Roll -Hundreds Chart Act. -Build the Number -Rounding It -Yes or no, What’s My Number?




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3.1 Continued • Solve problems, using rounding of numbers, 9,999 or less, to the nearest ten, hundred, and thousand. • Determine which of two whole numbers between 0 and 9,999 is greater. • Determine which of two whole numbers between 0 and 9,999 is less. • Compare two whole numbers between 0 and 9,999, using the symbols >, <, or =. • Use the terms greater than, less than, and equal to when comparing two whole numbers.

Rounding: Compare: Less than: Equal to: Greater than: Number: Number line




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Addition and Subtraction 3.2 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Use the inverse relationships between addition/subtraction and multiplication/division to solve related basic fact sentences. For example, 5 + 3 = 8 and 8 – 3 = __; 4 × 3 = 12 and 12 ÷ 4 = __. • Write three related basic fact sentences when given one basic fact sentence for addition/subtraction and for multiplication/division. For example, given 3 × 2 = 6, solve the related facts __× 3 = 6, 6 ÷ 3 = __, and 6 ÷ __ = 3.

Addend: Sum: Difference: Minuend: Subtrahend Estimation:

Base Ten Blocks Number Lines VDOE Math Word Wall Voc. Dinah Zikes Foldables:

National Library of Manipulatives (Base Blocks, Number Line Bounce) Brain Pop (Word Problems) Rockingham Site-(Fact Families Addition and Subtraction Notebook)

VDOE ESS: 3.2 -Inverse Relationships

EnVision Math 3-1 pp. 66-67 8-1 184-185

Math Out of the Box

Ordering/Arranging Module A Lessons: 1-6 8 15-24 VDOE Module: -If I know….Then I know …..




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3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Determine whether an estimate or an exact answer is an appropriate solution for practical addition and subtraction situations involving single-step and multistep problems • Determine whether to add or subtract in practical problem situations. Estimate the sum or difference of two whole numbers, each 9,999 or less when an exact answer is not required. • Add or subtract two whole numbers, each 9,999 or less. • Solve practical problems involving the sum of two whole numbers, each 9,999 or less, with or without regrouping, using calculators, paper and pencil, or mental computation in practical problem situations. • Solve practical problems involving the difference of two whole numbers, each 9,999 or less, with or without regrouping, using calculators, paper and pencil, or mental computation in practical problem situations. • Solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping

Single step: Multi-step Mental computation: Regrouping:

Base Ten Blocks Number Lines VDOE Math Word Wall Voc. Dinah Zikes Foldables:

National Library of Manipulatives (Base Blocks, Number Line Bounce) Brain Pop (Word Problems) Rockingham Site-(Fact Families Addition and Subtraction Notebook)

VDOE ESS: 3.4 Addition & Subtraction

EnVision Math 2-5 pp. 44-47 2-6 48-49

2-7 50-53 2-8 54-55 3-4 74-77 3-5 78-79 4-2 88-89 4-3 90-91 4-4 92-95 4-5 96-97

Math Out of the Box Ordering/Arranging Lessons 22-24 VDOE Module: -Place Value -Hundreds Chart Act.




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Properties: Addition only 3.20 The student will a) investigate the identity and the commutative properties for addition and multiplication; and b) identify examples of the identity and commutative properties for addition and multiplication. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Investigate the identity property for addition and determine that when the number zero is added to another number or another number is added to the number zero, that number remains unchanged. Examples of the identity property for addition are 0 + 2 = 2; 5 + 0 = 5. • Recognize that the commutative property for addition is an order property. Changing the order of the addends does not change the sum (5 + 4 = 9 and 4 + 5 = 9). *Identify examples of the identity and commutative properties for addition and multiplication

Commutative property of addition: Commutative property of multiplication: Mathematical relationships: Identity property of addition: Identity property of multiplication: Equal sign Equivalent Nonequivalent

VDOE Math Word Wall Voc. Dinah Zikes Foldables: Properties Foldable

Brain Pop (Commutative Property) Rockingham Site (Properties of Addition and Multiplication Properties)

VDOE ESS: 3.20 -Property Commute -My Identity is in My Pocket

EnVision Math 2-1 pp. 32-33 5-2 110-113 5-9 130-131 Math Out of the

Box Plotting/Growing Lessons: 6-12 Ordering/Arranging Module A Lessons: 25-28




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2nd Grading period

Multiplication and Division (Introduced but not tested: 0,1,2, and five tables) 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Recall and state the multiplication and division facts through the twelves table. • Recall and write the multiplication and division facts through the twelves table

Multiply / multiplication: Divide / division: Factor: Product Quotient: Dividend: Divisor: Array Skip Counting: Recall: Computational fluency: Properties of zero:

Array sheets Multiplication Chart Rhymes –N- Times Divide –n- Slide VDOE Math Word Wall Voc. Dinah Zikes Foldables:

National Library of Manipulatives (Rectangle Multiplication) Brain Pop (Multiplication, Division, Word Problems) Rockingham Site (Lattice 2 digit multiplication practice, United Streaming-Multiplication Number Families) Smart Exchange-(X Multiplication, Division and Grouping)

VDOE ESS: 3.5 -Multiply & Divide

EnVision Math 5-6 pp. 122-125 5-7 126-127 5-8 128-129 5-9 130-131 6-1 140-141 6-2 142-143 6-3 144-147 6-4 148-149 6-5 150-151 8-2 186-189 8-3 190-191 8-4 192-193 8-5 194-195

Math Out of the

Box- Ordering/Arranging Module A Lessons: 25-30

Skip counting practice




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2nd Grading period

Multiplicaiton and Division (Introduced but not tested: 3,4,and 6 tables) 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Recall and state the multiplication and division facts through the twelves table. • Recall and write the multiplication and division facts through the twelves table

Multiply / multiplication: Divide / division: Factor: Product Quotient: Dividend: Divisor: Array Skip Counting: Recall: Computational fluency: Properties of zero:




EnVision Math 5-6 pp. 122-125 5-7 126-127 5-8 128-129 5-9 130-131 6-1 140-141 6-2 142-143 6-3 144-147 6-4 148-149 6-5 150-151 8-2 186-189 8-3 190-191 8-4 192-193 8-5 194-195

Math Out of the


Individual Mastery Tests




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2nd Grading period

Multiplication and Division 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Recall and state the multiplication and division facts through the twelves table. • Recall and write the multiplication and division facts through the twelves table




EnVision Math 5-6 pp. 122-125 5-7 126-127 5-8 128-129 5-9 130-131 6-1 140-141 6-2 142-143 6-3 144-147 6-4 148-149 6-5 150-151 8-2 186-189 8-3 190-191 8-4 192-193 8-5 194-195

Math Out of the


STAR Math Teacher Made Assessments Individual Mastery Test



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3.6 (create models only) The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Model multiplication, using area, set, and number line models. • Model division, using area, set, and number line models.

Array sheets Multiplication Chart VDOE Math Word Wall Voc. Dinah Zikes Foldables:


VDOE ESS: 3.6 -Mult. & Div. Representations

EnVision Math 5-1 pp. 108-109 5-2 110-113 5-3 114-115 5-10 132-133 6-5 150-151 7-1 164-165 7-2 166-169 18-1 412-413 18-3 416-417 18-4 418-419 18-5 420-421 18-7 426-429 19-3 440-443

Math Out of the

Box- Ordering/Arranging

Module A Lesson 7



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2nd

Grading period

Introduce with

Calendar and

ongoing practice

3.17 The student will a) collect and organize data, using

observations, measurements, surveys, or experiments;

b) construct a line plot, a picture graph, or a bar graph to represent the data; and

c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

Formulate questions to investigate.

Design data investigations to answer formulated questions, limiting the number of categories for data collection to four.

Collect data, using surveys, polls, questionnaires, scientific experiments, and observations.

Organize data and construct a bar graph on grid paper representing 16 or fewer data points for no more than four categories.

Construct a line plot with no more than 30 data points.

Read, interpret and analyze information from line plots by writing at least one statement.

Label each axis on a bar graph and give the bar graph a title. Limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5, or 10.

Data Observations Organize Surveys Experiments Line plot Graph

VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Rockingham Site (Graph Examples SmartBoard Notebook) Brain Pop-(Graphs) Smart Exchange-(Graphs)

VDOE ESS: 3.17 -Data Mania -Statistics Through the Year

EnVision Math

3.17a 20-1 pp. 458-459 3.17b 20-3 464-465 20-4 466-467 3.17e 20-2 460-463 20-8 478-481 Math Out of the

Box Order/Arranging Module B Lessons: 18-20 Plotting/Growing Lessons: 1-20

Collect data and create graphs according to the students’ responses




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3.17 Continued

Read the information presented on a simple bar or picture graph (e.g., the title, the categories, the description of the two axes).

Analyze and interpret information from picture and bar graphs, with up to 30 data points and up to 8 categories, by writing at least one sentence.

Describe the categories of data and the data as a whole (e.g., data were collected on four ways to cook or prepare eggs — scrambled, fried, hard boiled, and egg salad — eaten by students).

Identify parts of the data that have special characteristics, including categories with the greatest, the least, or the same (e.g., most students prefer scrambled eggs).

Select a correct interpretation of a graph from a set of interpretations of the graph, where one is correct and the remaining are incorrect. For example, a bar graph containing data on four ways to cook or prepare eggs — eaten by students show that more students prefer scrambled eggs. A correct answer response, if given, would be that more students prefer scrambled eggs than any other way to cook or prepare eggs.

Picture graph Bar graph Interpret Analyze Collected Displayed Construct Draw conclusions




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Patterns 3.19 The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

Recognize repeating and growing numeric and geometric patterns (e.g., skip counting, addition tables, and multiplication tables)

Describe repeating and growing numeric and geometric patterns formed using numbers, tables, and/or pictures, using the same or different forms

Extend repeating and growing patterns of numbers or figures using concrete objects, numbers, tables, and/or pictures.

Pattern Tables Pictures Extended patterns Geometric patterns Numeric patterns Repeating patterns

Connecting Cubes and colored tiles to make patterns Graph paper patterns VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Rockingham Site (Complete the Pattern and Pattern Practice Notebook) Virtual Library of Manipulatives-(Number Patterns)

VDOE ESS: 3.19 -Patterns in a Staircase -Exploring multiples -Tunneling Through Patterns -The Ins and Outs of Patterns -Patterns on the Hundreds Chart

EnVision Math

9-1 pp. 206-207 9-2 208-209 9-3 210-211 9-4 212-215 Math Out of the

Box -Plotting/Growing Lessons: 3-12




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nd

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Properties: Multiplication only 3.20 The student will a) investigate the identity and the commutative properties for addition and multiplication; and b) identify examples of the identity and commutative properties for addition and multiplication. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Investigate the identity property for multiplication and determine that when the number one is multiplied by another number or another number is multiplied by the number one, that number remains unchanged. Examples of the identity property for multiplication are 1 x 3 = 3; 6 x 1 = 6. • Write number sentences to represent equivalent mathematical relationships (e.g., 4 x 3 = 14 - 2). *Identify examples of the identity and commutative properties for addition and multiplication

Commutative property of addition: Commutative property of multiplication: Mathematical relationships: Identity property of addition: Identity property of multiplication: Equal sign Equivalent Nonequivalent

VDOE Math Word Wall Voc. Dinah Zikes Foldables: Properties Foldable

Brain Pop (Commutative Property) Rockingham Site (Properties of Addition and Multiplication Properties)

VDOE ESS: 3.20 -Property Commute -My Identity is in My Pocket

EnVision Math 2-1 pp. 32-33 5-2 110-113 5-9 130-131 Math Out of the

Box Plotting/Growing Lessons: 6-12 Ordering/Arranging Module A

Lessons: 25-28




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3

rd

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Geometry 3.14 The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle,triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Identify models and pictures of plane geometric figures (circle, square, rectangle, and triangle) and solid geometric figures (cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by name. • Identify and describe plane geometric figures by counting the number of sides and angles. • Identify and describe solid geometric figures by counting the number of angles, vertices, edges, and by the number and shape of faces. Compare and contrast characteristics of plane and solid geometric figures (e.g., circle/sphere, square/cube, triangle/square pyramid, and rectangle/rectangular prism), by counting the number of sides, angles, vertices, edges, and the number and shape of faces. • Compare and contrast characteristics of solid geometric figures (i.e., cube, rectangular prism, square pyramid, sphere, cylinder, and cone) to similar objects in everyday life (e.g., a party hat is like a cone). • Identify characteristics of solid geometric figures (cylinder, cone, cube, square pyramid, and rectangular prism).

Plane figure Solid figure Circle Square Rectangle Triangle Cube Rectangular Prism Sphere Cylinder Cone Face Vertex Vertices Intersect Angle Edges Square pyramid

3-D Solid figures VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Brain Pop (Geometry and Angles) Rockingham Site (Geometry Shapes Instructional Notebook, Line, Ray, Angle Notebook, Congruent and Similar Shapes Review)

VDOE ESS: 3.14 -What Am I? -Plane Geometry Sort

EnVision Math 10-1 pp. 234-237 10-2 238-241 10-5 246-247 10-6 248-249 10-7 250-251 Math Out of the

Box Shapes/Paths (Plane Figures) Lessons: 5-7 8-11 (3-D Shapes) Lessons 1-4, 7 (Both) Lessons: 8-11




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3.15 The student will identify and draw representations of points, line segments, rays, angles, and lines. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Identify examples of points, line segments, rays, angles, and lines. • Draw representations of points, line segments, rays, angles, and lines, using a ruler or straightedge

Point Line segment Ray Angle Line Intersect Parallel Noncircular Polygon


VDOE ESS: 3.15 -Folded Geometry -Secret Sort for Geometry

EnVision Math

10-3 pp. 242-243 10-4 244-245 Math Out of the

Box Shapes/Paths Lesson: 8




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3rd

Grading period

3.16 The student will identify and describe congruent and noncongruent plane figures. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Identify examples of congruent and noncongruent figures. Verify their congruence by laying one on top of the other using drawings or models. • Determine and explain why plane figures are congruent or noncongruent, using tracing procedures.

Plane Figures

Congruent

Noncongruent


VDOE ESS: 3.16 Fit to be Congruent

EnVision Math 11-1 pp. 260-263 Math Out of the

Box Shapes/Paths Lessons: 16-20




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3rd

Grading period

Fractions 3.3 The student will a) name and write fractions (including mixed numbers) represented by a model; b) model fractions (including mixed numbers) and write the fractions’ names; and c) compare fractions having like and unlike denominators, using words and symbols (>, <, or =). The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Name and write fractions (including mixed numbers) represented by a model to include halves, thirds, fourths, eighths, tenths, and twelfths. • Use concrete materials and pictures to model at least halves, thirds, fourths, eighths, tenths, and twelfths. • Compare fractions using the terms greater than, less than, or equal to • and the symbols ( <, >, and =). Comparisons are made between fractions with both like and unlike denominators, using models, concrete materials and pictures

Part of a whole: Part of a group: Fraction: Area: Region: Equal size: Numerator: Denominator:

Fraction Bars VDOE Math Word Wall Voc. Dinah Zikes Foldables:

National Library of Manipulatives (Adding and Subtracting Fractions, Comparing Fractions, Equivalent Fractions, Naming Fractions, Parts of a Whole) Brain Pop (Adding and Subtracting Fractions) Rockingham Site (Dolphin Fractions Game, Harcourt Fraction Bowling) Smart Exchange-(Fun With Fractions)

VDOE ESS: 3.3 -Modeling Fractions -Comparing Fractions -Naming & Writing Fractions

EnVision Math 5-6 pp. 122-125 5-7 126-127 5-8 128-129 5-9 130-131 6-1 140-141 6-2 142-143 6-3 144-147 6-4 148-149 6-5 150-151 8-2 186-189 8-3 190-191 8-4 192-193 8-5 194-195

Math Out of the Box-

Ordering/Arranging Module B Lessons: 1-4 VDOE Modules: -People Fractions




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3rd

Grading period

3.7 The student will add and subtract proper fractions having a denominator of 12 or less

All students should

Understand that a proper fraction is a fraction whose numerator is smaller than its denominator.

Understand that an improper fraction is a fraction whose numerator is greater than or equal to the denominator and is one or greater than one.

Understand that an improper fraction can be expressed as a whole number or a mixed number.

Understand that a mixed number is written as a whole number and a proper fraction. A mixed number is the sum of a whole number and the proper fraction.

Understand that computation with fractions uses the same strategies as whole number computation.

Mixed number: Compare Model: Represents

Fraction Bars VDOE Math Word Wall Voc. Dinah Zikes Foldables:

VDOE ESS: 3.7 -Adding/Subtracting Fractions

EnVision Math 12-8 pp. 294-295 12-9 296-297

Math Out of the





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4th

Grading period

Money 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Count the value of collections of coins and bills up to $5.00. • Compare the values of two sets of coins or bills, up to $5.00, using the terms greater than, less than, and equal to. * Make change from $5.00 or less

Coins Change Cashier / clerk Purchase: Greater than Equal to

Money –Manipulative Box Money Bingo VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Rockingham Site (Making Change Practice Notebook, Counting Change Notebook) Interactive SmartBoard Currency practice with cloned coin activity Smart Exchange-(Using Coins-Everyday Math)

VDOE ESS: 3.8 -Money Counts

EnVision Math 1-7 pp. 18-21 1-8 22-23

Math Out of the


Module B Lessons: 8-12




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4th

Grading period

Measurement 3.9 The student will estimate and use U.S. Customary and metric units to measure a) length to the nearest 1/2 inch, inch, foot, yard, centimeter, and meter; b) liquid volume in cups, pints, quarts, gallons, and liters; c) weight/mass in ounces, pounds, grams, and kilograms; and d) area and perimeter. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to Estimate and use U.S. Customary and metric units to measure lengths of objects to the nearest 12 of an inch, inch, foot, yard, centimeter, and meter. • Determine the actual measure of length using U.S. Customary and metric units to measure objects to the nearest 12 of an inch, foot, yard, centimeter, and • Estimate and use U.S. Customary and metric units to measure liquid volume to the nearest cup, pint, quart, gallon, and liter. Determine the actual measure of liquid volume using U.S. Customary and metric units to measure to the nearest cup, pint, quart, gallon, and liter. • Estimate and use U.S. Customary and metric units to measure the to measure the weight/mass of objects to the nearest ounce, pound, gram, and kilogram.

Liquid Volume Capacity: Cup : Gallon: Quart: Pint Liter : Length: Distance Half inch Inch Foot Yard


Rockingham Site (Volume Instructional Notebook, Smart Exchange-(Inch by Inch)

VDOE ESS: 3.9 -Measuring Length -Measuring Liquid Volume -Measuring weight/mass -Measuring Area/perimeter

EnVision Math Length: 14-1 pp. 328-331 14-2 332-333 14-3 334-337 15-1 350-351 15-2 352-355 Volume: 14-4 338-339 15-3 356-357 Weight: 14-5 340-341 15-4 358-359 Area/Perimeter: 16-1 368-369 16-2 370-371 16-5 376-377 16-6 378-379

Math Out of the

Box Scales/Balances Lessons: 1-3 10-11 16-20




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4th

Grading period

3.10 The student will a) measure the distance around a polygon in order to determine perimeter; and b) count the number of square units needed to cover a given surface in order to determine area. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Measure each side of a variety of polygons and add the measures of the sides to determine the perimeter of each polygon. Determine the area of a given surface by estimating and then counting the number of square units needed to cover the surface


Rockingham Site (Perimeter Instructional Notebook, Brain Pop- (Area of Polygons)

VDOE ESS: 3.10 -Measuring Surface Area -Determining Perimeter

EnVision Math Perimeter: 16-1 pp. 368-369 Area: 16-5 376-377

Math Out of the Box

Scales/Balances Lessons: 4-6 7-11




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4th Grading period

Probability

3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation.

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

Define probability as the chance that an event will happen.

List all possible outcomes for a given situation (e.g., heads and tails are the two possible outcomes of flipping a coin).

Identify the degree of likelihood of an outcome occurring using terms such as impossible, unlikely, as likely as, equally likely, likely, and certain.

Investigate Probability Likely Impossible Certain Equally likely Unlikely Outcomes Chance Possible outcomes

Bag with different colored tiles to draw from VDOE Math Word Wall Voc. Dinah Zikes Foldables:

Rockingham Site (13 Probability Games) Brain Pop-(Basic Probability) Smart Exchange-(Probability)

VDOE ESS: 3.18 -Probability Boxes -Is There Probability in Third? -Two-color Counter Toss

EnVision Math

20-6 pp. 472-475 20-7 476-477 Math Out of the

Box- Ordering/Arranging Module B Lessons: 13-17




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2nd

Grading period

3.6 (problem solving only) The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to • Solve multiplication problems, using the multiplication algorithm, where one factor is 99 or less and the second factor is 5 or less.

Array sheets Multiplication Chart VDOE Math Word Wall Voc. Dinah Zikes Foldables:


VDOE ESS: 3.6 -Mult. & Div. Representations

EnVision Math 5-1 pp. 108-109 5-2 110-113 5-3 114-115 5-10 132-133 6-5 150-151 7-1 164-165 7-2 166-169 18-1 412-413 18-3 416-417 18-4 418-419 18-5 420-421 18-7 426-429 19-3 440-443

Math Out of the


Module A Lesson 7


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