Mission Statement - Okaloosa County School Web viewPlace Value Word Problems . http ... Online...

OKALOOSA COUNTY SCHOOL DISTRICT

MATH CURRICULUM GUIDE

Third Grade

Office of Quality Assurance and Curriculum SupportGuyla Hendricks, Chief Officer

Okaloosa County School District

Curriculum Guide for Math

CONTENTS

Mission Statement...................................................................................................................................................................................................3

Suggestions for Implementing Curriculum Guides.............................................................................................................................................3

Florida Department of Education ∞ Office of Math and Science Essential Websites..............................................................................4

OCSD Curriculum and Pacing Guide ∞ Overview.........................................................................................................................................4

Cognitive Complexity/Depth of Knowledge Rating for Mathematics...............................................................................................................5

Grade 3 General Content Limits........................................................................................................................................................................7

Quarterly Benchmarks............................................................................................................................................................................................8

Grade-level Curriculum Guide.............................................................................................................................................................................10

Quarter 1.......................................................................................................................................................................................10

Quarter 2.......................................................................................................................................................................................15

Quarter 3.......................................................................................................................................................................................18

Quarter 4.......................................................................................................................................................................................27

Math Resources Guide.........................................................................................................................................................................................28

Go Math! Online Math Concept Readers..........................................................................................................................................................29

Literature Connection Chart.................................................................................................................................................................................31

REV 062012 Third Grade Math



Mission Statement

Develop the highest quality math instruction to maximize student achievement through alignment of grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to: Teach students the Next Generation Standards as dictated by state law for their grade-level. Provide learning-rich classroom activities that teach the benchmarks in depth. Enhance the curriculum by using resources and instructional technology. Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities. Regularly administer assessment to include higher-level questions, and performance task assessment.

In addition, teachers should: Collaborate with other grade-level teachers to maximize school resources and teacher expertise. Consult with other grade-levels to define absolute skill goals for each grade-level. Document questions and suggestions for improvement of the curriculum Guide. Integrate science into math and reading curriculum. Consider applying for a grant to support project-based learning for their school. Visit the Okaloosa Math Central Website at: http://www.okaloosa.k12.fl.us/math

Days allotted to each benchmark are approximate and have been suggested based on the level of the complexity of the benchmark. To insure benchmarks are taught to mastery and completed by the conclusion of the school year, it is recommended that teachers not veer significantly from the suggested pacing.


http://www.okaloosa.k12.fl.us/math



Florida Department of Education ∞ Office of Math and Science Essential Websites

Next Generation Sunshine State Standards: http://www.fldoestem.org/uploads/1/docs/2007_FL_Mathematics_Standards_9_13_07.pdf

Searchable Next Generation Sunshine State Standards Database:http://www.floridastandards.org/index.aspx

Printable Downloads of Next Generation Sunshine State Standards with or without remarks:http://www.floridastandards.org/downloads.aspx

Math Benchmark Specifications:http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a math curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-week period. Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.Description: The OCSD Math Curriculum Guide specifies the math content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Top Block – Big Idea and Essential QuestionsIdentifies the Big Idea and the components of the Big Idea Lists the Essential Questions addressed in the section’s Benchmarks.

Column One – Benchmark/Text AlignmentLists the specific Benchmark by number and states the Benchmark. Cites the Harcourt Textbook chapters that correlate to the Benchmark.

Column Two – FCAT InfoServes as a placeholder for future FCAT information; to include content limits, assessment status, and crosswalk correlation.

Column Three – Additional Resources/ActivitiesSuggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.


http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf

http://www.floridastandards.org/downloads.aspx

http://www.floridastandards.org/index.aspx

http://www.fldoestem.org/uploads/1/docs/2007_FL_Mathematics_Standards_9_13_07.pdf


Curriculum Guide for Math Column Four – Literacy Connection/Vocabulary/Reading

Lists vocabulary terms, and books or stories connected to the Benchmark goals. Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs.

NOTE:Addendums to this curriculum guide, as well as additional information/forms will be posted at http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides

Cognitive Complexity/Depth of Knowledge Rating for Mathematics

Florida’s revised mathematics standards emphasize teaching and learning the most important K-12 mathematics concepts in depth at each grade level. After adoption of the new math standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida State University convened a group of Florida math teachers, district math supervisors, and math education faculty to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge” system developed by Dr. Norman Webb at the University of Wisconsin.

Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999) reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand, analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels:

Low ComplexityThis category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with a low complexity original method or solution. Skills required to respond to low complexity items include

solving a one-step problem; computing a sum, difference, product, or quotient; evaluating a variable expression, given specific values for the variables; recognizing or constructing an equivalent representation; recalling or recognizing a fact, term, or property; retrieving information from a graph, table, or figure; identifying appropriate units or tools for common measurements; or performing a single-unit conversion.

Moderate Complexity Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step. The student is expected to decide what to do—using informal


http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides


Curriculum Guide for Mathmethods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains. Skills required to respond to moderate complexity items include

solving a problem requiring multiple operations; solving a problem involving spatial visualization and/or reasoning; selecting and/or using different representations, depending on situation and purpose; retrieving information from a graph, table, or figure and using it to solve a problem; determining a reasonable estimate; extending an algebraic or geometric pattern; providing a justification for steps in a solution process; comparing figures or statements; representing a situation mathematically in more than one way; or formulating a routine problem, given data and conditions.

High Complexity High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The high-complexity item requires that the student think in an abstract and sophisticated way. Skills required to respond correctly to high complexity items include

performing a procedure having multiple steps and multiple decision points; solving a non-routine problem (as determined by grade-level appropriateness); solving a problem in more than one way; describing how different representations can be used for different purposes; generalizing an algebraic or geometric pattern; explaining and justifying a solution to a problem; describing, comparing, and contrasting solution methods; providing a mathematical justification; analyzing similarities and differences between procedures and concepts; formulating an original problem, given a situation; formulating a mathematical model for a complex situation; or analyzing or producing a deductive argument.

Grade 3 General Content Limits




The content limits described below are applicable to all items developed for Grade 3; however, the content limits defined in the individual benchmark specifications can supersede these general content limits.

Whole numbers • Items should not require the use of more than two operations. • Place values should range from ones through hundred thousands. Addition

Items should not exceed three 5-digit addends or two 6-digit addends. Subtraction • Subtrahends cannot exceed 999,999. • Minuends and differences should not exceed five digits. Multiplication • Items may include whole-number multiplication facts from 0 X 0 through 9 X 9. • Multiples of 10 through 100, multiples of 100 through 1,000, and multiples of 50 through 500 may be used.Division Items may include the related division facts for 0 X 0 through 9 X 9.

Decimals Decimal numbers are limited to amounts of money to the nearest cent. Addition, Subtraction, Multiplication, and Division Not assessed at Grade 3.

Fractions • Fractions should have denominators of 1–10, 12, or 16. • Items may include fractions and mixed numbers up to and including the whole number 5. Addition, Subtraction, Multiplication, and Division

Not assessed at Grade 3. Percent

Not assessed at Grade 3. Measurement

• Items will not assess weight/mass, capacity, or temperature in isolation. • Time and linear measurement, including perimeter, will be assessed. • Items may use customary and/or metric units.




Quarterly Benchmarks

Assessments and Weighting:Practice (10%) – Timed Facts Quizzes, Teacher-made quizzesProgress Monitoring (50%) – Mid-chapter quizzes, Chapter TestsSummative (40%) – Benchmark Mini-Assessments, Grade Level Unit Tests, Big Idea Tests

Each quarter shows when a concept or skill is introduced. It is understood that these skills and concepts would be ongoing throughout the year.**The Benchmarks should be covered during the given quarter; however the days to cover each are approximate!

Quarter 1 - Big Idea1 Quarter 2 - Big Ideas 1 & 3Benchmark Description Benchmark Description

ALL pre test and review MA.3.A.1.2 High

12-14 daysChapter 4

Solve multiplication and division fact problems by using strategies that result from applying number properties.

MA.3.A.6.1 High

16-20 daysChapter 1

Represent, compute, estimate and solve problems using numbers through hundred thousands.

MA.3.A.6.2 High

10-12 daysChapter 2

Solve non-routine problems by making a table, chart, or list and searching for patterns.

Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.

Create, analyze, and represent patterns and relationships using words, variables, tables and graphs.

MA.3.A.1.3 Moderate

16-20 daysChapter 5,6

Identify, describe, and apply division and multiplication as inverse operations.

MA.3.S.7.1 High

Chapter 2

MA.3.A.2.1Moderate

10-11 daysChapter 7

Represent fractions, including greater than one, using area, set and linear models.

Describe how the size of the fractional part is related to the number of equal sized pieces in the whole.

Compare and order fractions, including fractions greater than one, using models and strategies

Use models to represent equivalent fractions, including fractions greater than one, and identify representations of equivalence.

MA.3.A.4.1 High

Chapter 2

MA.3.A.1.1 Moderate8-10 daysChapter 3

Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.




Quarter 3 - Big Idea 2 Quarter 4 - Flexible GroupingBenchmark Description Benchmark Description / Introducing 4th Grade Standards

MA.3.A.2.2 Moderate8-9 days

Chapter 8

MA.3.A.2.3 ModerateChapter 8

MA.3.A.2.4 ModerateChapter 8

Describe how the size of the fractional part is related to the number of equal sized pieces in the whole.

Compare and order fractions, including fractions greater than one, using models and strategies

Use models to represent equivalent fractions, including fractions greater than one, and identify representations of equivalence.

Big Idea 1Review

Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts

Big Idea 2Review

Develop an understanding of fractions and fraction equivalence.

Big Idea 3Review Describe and analyze properties of two-dimensional

shapes.

MA.3.G.3.1 Moderate8-10 daysChapter 9

Describe, analyze, compare and classify two-dimensional shapes using sides and angles – including acute, obtuse, and right angles – and connect these ideas to the definition of shapes.

MA.3.G.5.1 High

8-10 daysChapter 11

Select appropriate units, strategies and tools to solve problems involving perimeter.

Measure objects using fractional parts of linear units such as ½, ¼, and 0.1.

MA.3.G.3.2 High

10-12 daysChapter 10

Compose, decompose, and transform polygons to make other polygons, including concave and convex polygons with three, four, five, six, eight, or ten sides.

Build, draw and analyze two-dimensional shapes from several orientations in order to examining and apply congruence and symmetry.

MA.3.G.5.2Low

Chapter 11

MA.3.G.3.3 Moderate

Chapter 10

MA.3.G.5.3 Moderate8-9 days

Chapter 12

Tell time to the nearest minute and to the nearest quarter hour, and determine the amount of time elapsed.(Emphasize elapsed time)

Lesson 1-20 Getting Ready for Grade 4Florida Benchmark Practice Book

P327- P373




Grade-level Curriculum Guide Quarter 1Supporting Idea: Number and Operations

Essential Questions: Can students read, write, and identify numbers through hundred thousand? How can you use estimation strategies to determine a reasonable estimate? Can students use different strategies to add/subtract 3 to 6 digit numbers?

BenchmarkText Alignment

FCAT InfoContent limits

Item specsAdditional Resources/Activities;

Formative AssessmentsLit. Connection

Vocabulary / ReadingOpen: Specific to

teacher, grade, subject

MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousand.

Text: Chapter 1

CCS Mathematical Practices: Attend to precision Look for and make

use of structure

High complexity

Numbers may be represented flexibly; for example: 947 can be thought of as 9 hundreds, 4 tens, and 7 ones; 94 tens and 7 ones; or 8 hundreds, 14 tens, and 7 ones. Students won’t be expected to name, or be restricted to using a specific strategy.

Front-end estimation won’t be an acceptable estimation strategy. Decimals used in the context of money that estimates to a whole dollar.

Instructional focus should be placed on estimation through mental computation prior to written calculations.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark547.aspx The MegaPenny Project Popcorn Math Sample Item 1:

Online resources: https://www-k6.thinkcentral.com http://teachers.net/lessons/posts/1247.htm

Idea with a “How many jar” www.brainpop.com

Estimating, rounding

Formative Assessments: What’s My Number?

http://www.floridastandards.org/Resources/PublicPreviewResource13291.aspx

Place Value Word Problems http://www.floridastandards.org/Resources/PublicPreviewResource13077.aspx

Number Models http://www.floridastandards.org/Resources/PublicPreviewResource13292.aspx

Boxing Up Belts http://www.floridastandards.org/Resources/PublicPreviewResource13089.aspx

Vocabulary: expanded form standard formword formcompatible numbersestimateroundplace valueaddenddifferencestrategiesproperties

How Much Is a Million? by David Schwartz(place value or centimeters)

Betcha! by Stuart Murphy(estimating)

A Place for Zero by Angeline S. LoPresti (place value)

Among the Odds and Evens by Stuart Murphy (number sense)

LITERATURE INCLUDED IN THE GRAB AND GO

DIFFERENTIATED CENTERS KIT

A Nose for News and NumberSo Many Seashells!










http://www.brainpop.com/

http://teachers.net/lessons/posts/1247.htm

https://www-k6.thinkcentral.com/

http://www.floridastandards.org/Standards/PublicPreviewBenchmark547.aspx




Supporting Idea: Number and Operations

Essential Questions: What are ways you can collect and organize information? How can making a pictograph or table help you solve problems? How do you read the lines on graphs if the space (object) equals more than 1?

Benchmark Text Alignment


Item specsAdditional Resources/Activities




MA.3.A.6.2 Solve non-routine problems by making a table, chart, or list and searching for patterns.

CCS Mathematical Practices: Model with

mathematics

Text: Chapter 2

High complexity

Items should require students to solve non-routine problems and not align with the clarifications of MA.3.A.4.1 (extending a graphic pattern or identifying a simple relationship [rule] for a pattern).

http://www.floridastandards.org/Standards/PublicPreviewBenchmark548.aspx Bead-dazzling; Algebraic Thinking Math Project Mix It Up - Algebraic Thinking Math Project Perfect Patterns Sample Item 1:

Online resources: https://www-k6.thinkcentral.com http://alex.state.al.us/lesson_view.php?id=5599 Lesson on finding a pattern using literature

Formative Assessments: Movie Combinations


Call Times http://www.floridastandards.org/Resources/PublicPreviewResource13092.aspx

Double the Money http://www.floridastandards.org/Resources/PublicPreviewResource13091.aspx

Crawling Snail http://www.floridastandards.org/Resources/PublicPreviewResource13090.aspx

Vocabulary: dataexperimentfrequency tableresults surveybar graphhorizontal bar graphkeyline plotpictographscaletally table

Six Dinner Sid by Inga Moore (patterns)



Diego’s Perfect FitThe Class Trip

Supporting Idea: Data Analysis










http://alex.state.al.us/lesson_view.php?id=5599






Essential Questions:

What are the different parts of a graph or table? How can information from different types of graphs (pictograph, line, bar…) be compared? How can specific data be collected and how can this data be represented?







MA.3.S.7.1 Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.

Text : Chapter 2


mathematics Reason abstractly

and quantitatively

High complexity

Items may require the student to choose the most appropriate data display given a set of data from observations, surveys, and/or experiments.Items may assess identifying parts of a correct graph and recognizing the appropriate scale.The increments used on the scale/pictograph are limited to units of 1, 2, 5, 10, 50, or 100.

Use of addition, subtraction, multiplication, and division of whole numbers should be included during this process.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark549.aspx Food Court: The Soup Spot M & M Lab Graphing Trash Material Money Matters KidsZone: Create a Graph Information Represented Graphically: What's the

Weather? All About Multiplication Exploring Equal Sets Sample Item 1:

Online resources: https://www-k6.thinkcentral.com http://illuminations.nctm.org/LessonDetail.aspx?ID=L351

Online activities and lesson for tallying veggies

Formative Assessments: Movie Types


Compare Temperatureshttp://www.floridastandards.org/Resources/PublicPreviewResource13112.aspx

Lollipop Datahttp://www.floridastandards.org/Resources/PublicPreviewResource13109.aspx

Represent the Surveyhttp://www.floridastandards.org/Resources/PublicPreviewResource13108.aspx

Vocabulary:mostleast

The Best Vacation Ever by Stuart Murphy (collecting data)

Lemonade for Sale by Stuart Murphy (bar graphs)




Supporting Idea: Algebra










http://illuminations.nctm.org/LessonDetail.aspx?ID=L351







What models are geared toward analyzing a specific number pattern or relationship? How are using variables for missing addends helpful in understanding relationships? How can making a table help you solve a problem?





Vocabulary / ReadingOpen: Specific to teacher, grade,

subject

MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variables, tables and graphs

Text : Chapter 2


mathematics Reason abstractly

and quantitatively

High complexity

Items may use numeric patterns, graphic patterns, function tables, or graphs (bar graphs, pictographs, or line plots only). Function rules or relationships may be described using words, tables, graphs, or expressions using variables or geometric shapes (e.g., n, , ); however, the intent of the benchmark is not to assess solving equations.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark543.aspx Mix It Up - Algebraic Thinking Math Project Creating, Describing, and Analyzing Patterns Sample Item 1:

Online resources: https://www-k6.thinkcentral.com www.brainpop.com

Graphs, problem solving using tables, equations and variables

Formative Assessments: Pattern Math


Decreasing Lunch Account http://www.floridastandards.org/Resources/PublicPreviewResource13075.aspx

Movie Rental Patternhttp://www.floridastandards.org/Resources/PublicPreviewResource13074.aspx

Vocabulary:variablepictographline plotexpressiondatafrequency tablekeyresultsscalescaled picture graphscaled bar graphsurveytabletally tally tableexperimentbar graphhorizontal bar graphvertical bar graph

How Tall How Short How Far Away by David A. Adler (length/data analysis)

Lemonade for Sale by Stuart J. Murphy (data analysis)

One Grain of Rice by Demi (factors/data analysis)




Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts.















How does the union of equal sets show multiplication? How does the area model provide meaning for multiplication? How does an array show multiplication? How does repeated addition provide meaning fro multiplication?







M.A.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

Text:Chapters 3


use of structure Model with

mathematics

Moderate complexity

Items may include whole-number multiplication facts from 0 X 0 through 9 X 9 and the related division facts. Items may include division problems with remainders expressed only as whole numbers. Items will not require interpretation of the remainder.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark533.aspx Introduction to Division Concentration Number Line Bars Animal Legs (multiply using repeated addition) All About Multiplication: Modeling Multiplication with Rows

and Columns Sample Item 1:

Online resources: https://www-k6.thinkcentral.com http://www.learner.org/resources/series171.html www.brainpop.com

multiplication, division

Formative Assessments: Watermelon Math 3


Watermelon Math 2 http://www.floridastandards.org/Resources/PublicPreviewResource13312.aspx

Watermelon Math 1 http://www.floridastandards.org/Resources/PublicPreviewResource13310.aspx

Johnny’s Cars http://www.floridastandards.org/Resources/

PublicPreviewResource13271.aspx Calculating Crayons http://www.floridastandards.org/Resources/

PublicPreviewResource13270.aspx

Vocabulary: equal groupsmultiplyfactorproductarraycommutativeidentityZero Property of MultiplicationCommutative Property of

MultiplicationIdentity Property of

Multiplication What Comes in 2’s, 3’s, and

4’s by Suzanne Aker Anno’s Mysterious Counting

Jar by Mitsumasa & Masaichiro Anno

Two Ways to Count to Ten by Ruby Dee

Each Orange Had Eight Slices by Paul Giganti

One Hundred Hungry Ants by Elinor Pinczes

The Doorbell Rang , by Pat HutchinsLITERATURE INCLUDED IN

THE GRAB AND GO DIFFERENTIATED CENTERS

KITCollections Times FourThe Workshop

Quarter 2













http://www.learner.org/resources/series171.html







Essential Questions: How can you prove representations of equations or expressions are equivalent? (Ex: Prove (3x5) +4 is equivalent to 4 + (5x3) What patterns help you multiply with the factors 8-10?







MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties.

Text:Chapter 4

CCS Mathematical Practices: Make sense of

problems and persevere in solving them

Construct viable arguments and critique the reasoning of others

High Complexity

Items not included: identifying the properties by name; the use of more than two properties to convert one expression or equation to its equivalent. Items may include only factors or divisors of 0 through 9.

The use of multiple strategies might incorporate number properties for both multiplication and division including the commutative property, associative property, distributive property, and the identity property. The zero property of multiplication may also be used to solve problems.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark534.aspx All About Multiplication: Hopping on the Number Line Sample Item 1:

Online resources: https://www-k6.thinkcentral.com http://www.arcytech.org/java/integers/index.html

Online integer bars www.brainpop.com

Distributive property, associative property, communicative property

Formative Assessment:Multiplication Propertieshttp://www.floridastandards.org/Resources/PublicPreviewResource12772.aspx

Associate Property of MultiplicationCombinationDistributive Property of MultiplicationMultipleTree diagramVariable

Divide and Ride by Stuart Murphy

A Remainder of One by Elinor Pinczes

Too Many Kangaroo Things to Do by Stuart Murphy



Collections Times Four The Workshop


Essential Question:





http://www.arcytech.org/java/integers/index.html






How does the inverse relationship of multiplication and division help with identifying fact families? How can you use arrays and other manipulatives to solve problems? Can students list different strategies to divide by 3-9?




Formative Assessments

Lit. ConnectionVocabulary / Reading Open: Specific to


MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations.

Text:Chapters 5, 6


use of structure Model with

mathematics

Moderate complexity

Items may include whole-number multiplication facts from 0 X 0 through 9 X 9 and the related division facts. Items will not include identifying the inverse property by name.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark535.aspx Number Line Bars Sample Item 1:

Online resources: https://www-k6.thinkcentral.com http://illuminations.nctm.org/LessonDetail.aspx?id=L170

Online lesson idea - Using data to complete an organized chart by doubling or halving numbers

Formative Assessments: Building Inverses


Inverse Operationshttp://www.floridastandards.org/Resources/PublicPreviewResource12804.aspx

Vocabulary: DivideDividedDivisorFact familyInverse operationsQuotientFactorMultiplyProductRemainder

The Doorbell Rang by Pat Hutchins (multiplication/division)



Corey’s Cookie CaperThe Homework TableFrancisco’s Football PracticeLost!

Big Idea 2: Develop an understanding of fractions and fraction equivalence. Essential Questions:






http://illuminations.nctm.org/LessonDetail.aspx?id=L170






When do you use fractions greater than 1? How can you show a fraction as part of a group? How can you use a fraction to find a part of a group?







MA.3.A.2.1 Represent fractions, including fractions greater than one, using area, set and linear models.

Text : Chapter 7


mathematics Use appropriate tools

strategically Look for and make

use of structure

Moderate complexity

Linear models may include number lines and fraction strips. Items may include fractions and mixed numbers up to and includingthe whole number 5.Items may include fractions with denominators from 1 through 10, 12, or 16.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark536.aspx Fun with Fractions: Investigating Fraction Relationships

with Relationship Rods Fun with Fractions: Eggsactly with a Dozen Eggs Parts of a Whole Number Line Bars Equivalent Fractions Sample Item 1:


Converting fractions to decimals Area models: circular shapes, rectangular shapes, or

unusual shapes Set models: groups of objects such as counters Linear models: number line and fraction strips

Formative Assessments: Ice Cream http://www.floridastandards.org/Resources/

PublicPreviewResource13282.aspx Tyrone’s Eggs


Brownieshttp://www.floridastandards.org/Resources/PublicPreviewResource13278.aspx

Multiple Representations of 2 ¼http://www.floridastandards.org/Resources/PublicPreviewResource13064.aspx

Multiple Representations of 2/3http://www.floridastandards.org/Resources/PublicPreviewResource13062.aspx

Chocolate Cakeshttp://www.floridastandards.org/Resources/PublicPreviewResource13279.aspx

Vocabulary: equal partshalves thirds fourths sixths eighths fraction unit fraction numerator denominatormixed numberpartition(ed)equal distance (intervals)equivalence, equivalentreasonable,justify

Gator Pie by Louise Matthews (fractions)



Pizza Parts!

A Piece of Cake!




















Quarter 3

Big Idea 2: Develop an understanding of fractions and fraction equivalence.

Essential Question:How does the number of fraction parts relate to the size of each part?

Benchmark

Text Alignment





subject

MA.3.A.2.2 Describe how the size of the fractional part is related to the number of equal sized pieces in the whole.

Text :Chapter 8

CCS Mathematical Practices: Reason abstractly

and quantitatively Construct viable

arguments and critique the reasoning of others

Moderate complexityhttp://www.floridastandards.org/Standards/PublicPreviewBenchmark537.aspx?kw= Fun with Fractions: Eggsactly with a Dozen Eggs Parts of a Whole Fraction Model III

Online resources: http://illuminations.nctm.org/LessonDetail.aspx?ID=L542

Exploring fractions with relationship rods http://illuminations.nctm.org/lessonDetail.aspx?ID=L540

Lesson on making and investigating fraction strips www.math.rice/edu/~lanius/fractions/index.html www.visualfractions.com www.brainpop.com

Adding and subtracting fractions

Formative Assessments: Birthday Fun


Painting Walls http://www.floridastandards.org/Resources/PublicPreviewResource13283.aspx

¼ of a Ruler vs. Yardstickhttp://www.floridastandards.org/Resources/PublicPreviewResource13065.aspx

Vocabulary: BenchmarkBenchmark numbersCompareEquivalent fractionsGreater thanLess than

Hershey Fraction Book by J. Pallotta

Jump, Kanagroo, Jump! by Stuart Murphy (fractions)



Measure UpThe Whole Picture


How do you compare fractions by using manipulatives? How do you compare fractions, including fractions greater than one, by using strategies?









http://www.visualfractions.com/

http://www.math.rice/edu/~lanius/fractions/index.html

http://illuminations.nctm.org/lessonDetail.aspx?ID=L540

http://illuminations.nctm.org/LessonDetail.aspx?ID=L542

http://www.floridastandards.org/Standards/PublicPreviewBenchmark537.aspx?kw




How does the number of fraction parts relate to the size of each part? How do you order fractions less than and greater than one?







MA.3.A.2.3 Compare and order fractions, including fractions greater than one, using models and strategies.

Text: Chapter 8


and quantitatively Model with

mathematics Use appropriate tools

strategically

Moderate complexity

Denominators of fractions must be 1 through 10, 12, or 16. Items may include fractions and mixed numbers up to and including the whole number 5. Items may include only the inequality symbols, < and >.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark538.aspx?kw Fun with Fractions: More Fun with Fraction Strips Fraction Circle Worksheet Sample Item 1:

Online resources: https://www-k6.thinkcentral.com www.pbs.org/teachers/mathline/concepts/

farmingandgardening/activity1.shtmLesson plan using plotting a garden using fractions

www.brainpop.com Mixed numbers

Strategies include using benchmark fractions (0, 1/2, and 1) and common numerators and denominators. Fractions can also be compared by looking at numerators, such as when comparing 2/5 and 2/6. Since both fractions represent two parts of a whole, the size of the parts can be compared. Fifths are larger than sixths so 2/5 is greater than 2/6.

Formative Assessment: Line it Up


Compare Fractions http://www.floridastandards.org/Resources/PublicPreviewResource13067.aspx

Rank the Basketball Players http://www.floridastandards.org/Resources/PublicPreviewResource13066.aspx

Vocabulary: benchmarkBenchmark numbersCompareEquivalent fractionsGreater thanLess than

Apple Fractions by Jerry Pallotta (fractions, parts of a whole)





How can you find equivalent fractions by paper folding? How can you use models to name equivalent fractions, including fractions greater than one?









http://www.pbs.org/teachers/mathline/concepts/farmingandgardening/activity1.shtm

http://www.pbs.org/teachers/mathline/concepts/farmingandgardening/activity1.shtm












MA.3.A.2.4 Use models to represent equivalent fractions, including fractions greater than one and identify representations of equivalence

Text:Chapter 8 CCS Mathematical Practices: Reason abstractly


mathematics

Moderate complexity

Denominators of fractions must be 1 through 10, 12, or 16. Items may include fractions and mixed numbers up to and including the whole number 5.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark539.aspx?kw= Equivalent Fractions : introduction to equivalent fractions Equivalent Fractions : Identify and label proper fractions Fraction Action Sample Item 1:

Online resources: https://www-k6.thinkcentral.com http://alex.state.al.us/lesson_view.php?id=11299

Lesson idea for teaching equivalent fractions http://www.funbrain.com/funbrain/fract/index.html

Online game comparing and simplifying fractions

Formative Assessments: Who Ate More Pie?


Shade the Circles http://www.floridastandards.org/Resources/


A Cloak for the Dreamer by Aileen Friedman




Big Idea 3: Describe and analyze properties of two-dimensional shapes. Essential Questions:

How do you describe, classify polygons/angels? What are some properties of two-dimensional shapes?






http://www.funbrain.com/funbrain/fract/index.html

http://alex.state.al.us/lesson_view.php?id=11299






How can you tell whether a plane shape is or is not a polygon?






subject

MA.3.G.3.1 Describe, analyze, compare and classify two-dimensional shapes using sides and angles -- including acute, obtuse, and right angles-- and connect these ideas to the definition of shapes

Text:Chapter 9



Reason abstractly and quantitatively

Moderate complexity

Items may include regular and irregular polygons with 3-10 sides. Items may assess the specific names of polygons with 3, 4, 5, 6, 8, or 10 sides and the following terms: regular and irregular polygons, lines and line segments (parallel and perpendicular), diagonals, and vertices (vertex).

http://www.floridastandards.org/Standards/PublicPreviewBenchmark540.aspx Geometry in the World of Art: More Work with Shapes Angle Aerobics Sample Item 1:

Polygonal shapes can be classified by the number of sides. For example, quadrilaterals are polygons with four sides. Quadrilaterals can be further classified by other properties, such as the number of parallel pairs of sides (none, one pair or two pair). In the case of two pair of parallel sides, we call it a parallelogram.

Angles are classified by comparing them to a right angle as a benchmark.diagonal


Geometry, polygons, measuring angles, similar triangles, types of triangles

Formative Assessments: Geoboard Math http://www.floridastandards.org/Resources/

PublicPreviewResource13318.aspx Triangles and Quadrilaterals http://www.floridastandards.org/Resources/

PublicPreviewResource13317.aspx Bag of Shapes http://www.floridastandards.org/Resources/

PublicPreviewResource13096.aspx Comparing Geometric Attributes http://www.floridastandards.org/Resources/


Vocabulary:

The Greedy Triangle by Marilyn Burns (geometry, shapes)

Hamster Champs by S Murphy



Shape DetectivesLet’s Go for a Walk


How can you combine plane shapes to make new shapes? How can you separate plane shapes to make new shapes?

Benchmark FCAT Info Additional Resources/Activities Lit. Connection Open: Specific to


plane shape point line line segment ray angle vertex two-dimensional shapes closed shape open shape polygon side triangle equilateral pentagon hexagon octagondecagonpolygon

right angle acute angle

obtuse angle straight angle

intersecting linesperpendicular lines

parallel lines

equilateral triangle isosceles triangle

scalene triangle right triangle

obtuse triangle acute triangle

rhombus trapezoid

parallelogram















Text Alignment Content limitsItem specs Formative Assessments Vocabulary / Reading teacher, grade,

subject

MA.3.G.3.2 Compose, decompose, and transform polygons to make other polygons, including concave and convex with three, four, five, six, eight, or ten sides.

Text:Chapter 10



Construct viable arguments and critique the reasoning of others

High complexity

Items may include concave or convex polygons with 3-10 sides. Items may include the use of transformations to create new polygons, but the transformation (i.e., rotations, translations, reflections, dilations) will not be assessed. Geometric terms will be used with common terminology set in parentheses, i.e., reflection (flip). Items may use the following terms: overlapping, combine, and polygon.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark541.aspx Shape Cutter Polygon Challenge Sample Item 1:

Online resources: https://www-k6.thinkcentral.com http://www.coolmath.com/tesspag1.htm

Lesson to demonstrate tessellations

Formative Assessments: Polygon Challenge


Pattern Block Compositionshttp://www.floridastandards.org/Resources/PublicPreviewResource13098.aspx

Tangram Compositionshttp://www.floridastandards.org/Resources/PublicPreviewResource13097.aspx

Grandfather Tang’s Story by Ann Tompert (tangrams/shapes)



Shape DetectivesLet’s Go for a Walk


How can you identify two-dimensional congruent shapes, or shapes that have symmetry? How can you draw two-dimensional congruent shapes, or shapes with a line of symmetry?









http://www.coolmath.com/tesspag1.htm

http://www.thinkcentral.com/





Text Alignment Content limitsItem specs Formative Assessments Vocabulary / Reading teacher, grade,

subject

MA.3.G.3.3 Build, draw and analyze two-dimensional shapes from several orientations in order to examine and apply congruence and symmetry.

Text:Chapter 10



mathematics

Moderate complexity

Items should use the correct geometric term with common terminology set in parentheses, i.e., reflection (flip). Items may assess the following terms: symmetry, reflection, and/or congruent. Transformations may be used in graphics; however, the transformations needed to compose or decompose polygons (rotations, translations, dilations) will not be assessed.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark542.aspx Symmetry in Your World Geometry in the World of Art: Finding Lines of Symmetry Creating a Symmetrical Design Dynamic Paper (tool to print graph paper, number lines

and grids, shapes, spinners, tessellations) Sample Item 1:

Online Resources: https://www-k6.thinkcentral.com www.brainpop.com

Transformations

Formative Assessments: Symmetric and Congruent Shapes


Congruent Figures and Symmetry http://www.floridastandards.org/Resources/

PublicPreviewResource13323.aspx Geoboard Symmetry


Folding for Symmetry http://www.floridastandards.org/Resources/


Vocabulary: diagonal pattern unit repeating patterngrowing pattern congruent symmetry line of symmetryattributes, properties, quadrilateralopen figure,closed figure,three-sided 2-dimensional3-dimensionalRhombi/rhombusRectanglesSquaresPolygon

Quilt of Dreams by Mindy Dwyer (geometry)

Sam Johnson and the Blue Ribbon Quilt by Lisa Campbell Ernst (geometry)



Busy BeesLet’s Go for a Walk

Supporting Idea: Geometry and Measurement Essential Questions:

How can you find perimeter? How can you estimate and measure perimeter? How can you find the perimeter of shapes?

















Text Alignment Content limitsItem specs Formative Assessments Vocabulary / Reading teacher, grade, subject

MA.3.G.5.1 Select appropriate units, strategies and tools to solve problems involving perimeter.

Text:Chapter 11


and quantitatively Look for and make

use of structure

High complexity

The student will use properties of polygons to find the perimeter and/or the lengths of the remaining sides of the polygon.Polygons used in items must be convex with 3- 10 sides or composed of composite rectangles.Items may require students to measure (using whole numbers) the sides of a polygon using a ruler.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark544.aspx?kw= Grid Paper (large) Sample Item 1:

Online resource:https://www-k6.thinkcentral.com

Formative Assessments: Triangle Tables Perimeter


Fence a Garden http://www.floridastandards.org/Resources/

PublicPreviewResource13101.aspx Desk Perimeters


Vocabulary: length foot yard mile centimeter decimeter meter millimeter kilometer perimeter estimatestandard unitsmetric unitsgramkilogramliterattributeplane figurelinearareapolygonside length

Spaghetti and Meatballs for All by Marilyn Burns (perimeter)

Racing Around by Stuart Murphy (perimeter)



Trip to the PondA Garden Fence

Supporting Idea: Geometry and Measurement Essential Question:

How can you measure length to the nearest half inch, nearest quarter inch? How do you know which customary unit to use to measure the length of an object or distance?



Additional Resources/ActivitiesFormative Assessments

Lit. ConnectionVocabulary / Reading

Open: Specific to teacher, grade, subject













Item specs

MA.3.G.5.2 Measure objects using fractional parts of linear units, such as 1/2, 1/4, and 1/10.

Text:Chapter 11


and quantitatively Use appropriate tools

strategically Attend to precision

Low complexity

Items will require students to measure objects using a ruler. Measurements will be less than 6 inches or 15 centimeters. Items will not include conversions between units.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark545.aspx?kw=

Sample Item 1:

Online resource:https://www-k6.thinkcentral.com

Tub manipulatives:Fraction Bars

Formative Assessments: Measure Up


Measure Halves and Fourths http://www.floridastandards.org/Resources/PublicPreviewResource13104.aspx

Measuring Penny by Loreen Leedy (estimation, length)

How Big is a Foot? By Rolf Myller (length)



Trip to the PondA Garden Fence

Supporting Idea: Geometry and Measurement Essential Questions:

How do you differentiate between minute, hour, A.M., and P.M.? How can you use an open time line to measure elapsed time in hours and minutes? How can you read, write, and tell time on analog, digital clocks to the nearest hour, half hour, and quarter hour?

















MA.3.G.5.3 Tell time to nearest minute and to the nearest quarter hour, and determine amount of time elapsed.

Text:Chapter 12


and quantitatively Make sense of


Model with mathematics

Use appropriate tools strategically

Moderate complexity

May include determining elapsed time of days, weeks, months, or years. Elapsed time greater than 1 hour and less than or equal to 24 hours, only increments of hours and half hours will be assessed. For elapsed time less than 1 hour, only increments of quarter hours and 5 minutes will be assessed.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark546.aspx?kw= Elapsed Time in the Real World Time After Time The Hands of Time Telling Time Worksheet Sample Item 1:

Online resource: https://www-k6.thinkcentral.com http://www.nsa.gov/academia/_files/collected_learning/

elementary/geometry/elapsed_time.pdfLesson on elapsed time in the real world

Elapsed time may include days, weeks, months, years, decades, and centuries.

An open number line can be used to determine elapsed time:Dixon, Julie K. “Tracking Time: Representing Elapsed Time on an Open Timeline”, Teaching Children Mathematics 15, Issue 1 (August 2008):18-24

Formative Assessments:Time Elapsed http://www.floridastandards.org/Resources/PublicPreviewResource13105.aspx

Vocabulary: analog clock digital clock hour half-hour quarter hour minutemidnight noon a.m. p.m. time line elapsed time calendar year decade centurytime time line

Play Date by Rosa Santos (time/Calendars)

What time is it? by Sheila Keenan (time/Calendars)



Is It Time Yet?Late For School




http://www.nsa.gov/academia/_files/collected_learning/elementary/geometry/elapsed_time.pdf

http://www.nsa.gov/academia/_files/collected_learning/elementary/geometry/elapsed_time.pdf

http://www.thinkcentral.com/





Quarter 4

Found in the GO MATH Florida Benchmarks Practice book “Getting Ready for 4th Grade”

MA.4.A.2.4 Compare and order decimals, and estimate fraction and decimal amounts in real-world problems.

MA.4.A.6.1 Use and represent numbers through millions in various contexts, including estimation of relative sizes of amounts or distances.

MA.4.A.4.1 Generate algebraic rules and use all four operations to describe patterns, including nonnumeric growing or repeating patterns.

MA.4.A.1.1 Use and describe various models for multiplication in problem solving situations, and demonstrate recall of basic multiplication and

related division facts with ease.

MA.4.A.4.2 Describe mathematics relationships using expressions, equations, and visual representations.

MA.4.A.1.2 Multiply multi-digit whole numbers through four digits fluently, demonstrating understanding of the standard algorithm, and checking

for reasonableness or results, including solving real-world problems.

MA.4.A.6.2 Use models to represent division as: The inverse of multiplication, As partitioning, As successive subtraction

MA.4.A.2.3 Relate equivalent fractions and decimals with and without models, including locations on a number line.

MA.4.G.3.1 Describe and determine area as the number of same sized units that cover a region in the plane, recognizing that a unit square is

the standard for measuring area.

MA.4.G.3.3 Select and use appropriate units both customary and metric, strategies, and measuring tools to estimate and solve real-world area

problems.

MA.4.G.5.3 Identify and build a three- dimensional object from a two-dimensional representation of that object and vice versa




Math Resources Guide

Principals and Standards for School Mathematics and Curriculum Focal Points National Council of Teachers of Mathematics http://www.nctm.org/standards/default.aspx?id=58 Illuminations

NCTM Educational Resources http://illuminations.nctm.org/ Math Their Way,

Center for Innovation in Education, Inc http://www.center.edu/index.shtml AIMS Education Foundation On-line Store Books, Free Resources and $1-2 E-Activities

http://wwws.aimsedu.org/aims_store/home.php Investigations: Finding and Using Mathematical Children’s Literature with Elementary Students (1999). Teaching Math with

Favorite Picture Books (Grades 1-3). NY: Scholastic Professional Books. http://investigations.terc.edu/library/mathactivities/children_lit2.cfm Teaching Math with Favorite Picture Books (Grades 1-3) By: Hechtman, J., Ellermeyer, D. and Grove, S. F. ISBN: 978-0-

87355-243-1 http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508

Professional Math Series: Teaching Student Centered Mathematics Grades k-3, Grades 3-5, Grades 5-8 By John A. Van de Walle

http://www.ablongman.com/vandewalleseries/http://www.allynbaconmerrill.com/search/index.aspx

Good Questions for Math Teaching (Grades 5-8) By Lainie Schuster and Nancy Canavan Anderson Marilyn Burns Bookshttp://www.eaieducation.com/501832.html

Everyday Counts Partner Games Great Source Education Grouphttp://www.greatsource.com

Math Benchmark Specificationshttp://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf


http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf

http://www.greatsource.com/

http://www.eaieducation.com/501832.html

http://www.allynbaconmerrill.com/search/index.aspx

http://www.ablongman.com/vandewalleseries/

http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508

http://investigations.terc.edu/library/mathactivities/children_lit2.cfm

http://wwws.aimsedu.org/aims_store/home.php

http://www.center.edu/index.shtml

http://www.nctm.org/standards/default.aspx?id=58



Go Math! Online Math Concept Readershttps://www-k6.thinkcentral.com

Level Title Math Content DescriptionK I Know Big and Small Big and smallK I Know Alike and Different Sort and classifyK I Know Numbers Numbers 6-10K I Know Shapes GeometryK Counting at the Market Numbers 11-30K Shortest and Longest Where I Live MeasurementK Numbers at the Lake Addition/SubtractionK Summertime Math Numbers 0 to 30

1 Counting in the City Counting up and counting down 0-301 My Counting Trip to the Zoo Number sense (0 to 20)1 Math Club Relate addition and subtraction to 121 Miss B.'s Class Makes Tables and Graphs Data and graphs1 Our Lemonade Stand Counting coins1 Pattern Parade Patterns: AAB, ABC, ABB, AB1 The Dog Show Length: Nonstandard measurement1 The Class Party One-digit addition and subtraction

2 All the Time Time: reading analog and digital clocks2 Doubles Fun on the Farm Addition facts and strategies: Doubles2 Party Plans Use 2-digit addition and subtraction2 Time To Go Shopping Use money2 Building a Mini-Park Solid and plane figures2 Time to Take a Trip! Compare and order greater numbers2 Treasure Hunts Length: Nonstandard measurement2 What Do You Like? Data and graphs

3 A Nose for News and Numbers Understand place value; Compare, order, and round numbers3 Party Plans by the Numbers! Multiplication facts and strategies3 The Garden Fence Division facts3 Surprising Solids Solid figures3 Sports Camp Divide by 1-digit numbers3 Pizza Parts! Understand fractions3 Fun and Games Data and probability3 A Trip to the Pond Metric measurement




Curriculum Guide for Math4 Exercising for Beads Algebra: Use addition and subtraction4 On the Menu: Bamboo, Figs, and Other Tasty Treats Multiplication and division facts4 Putting the World on a Page Multiply by 1-digit numbers, multiply by 2-digit numbers4 The Thirst Quencher Practice division4 Diego’s Perfect Fit Collect, organize, and represent Data; Interpret and graph data4 Elizabeth’s Groovy Green Racing Machine Add and subtract decimals and money4 A New Angle on Trains and Train Stations Lines, rays, angles, and plane figures4 Fighting Fire with Fire Perimeter

5 The World’s Tallest Buildings Place value, addition, and subtraction5 Fundraising Fair Fraction concepts5 Table Soccer, Anyone? Add and subtract mixed numbers5 Halfpipe Add and subtract decimals5 Forecast: Sunny Skies! Percent5 City of the Future Geometric figures, plane and solid figures5 Designing a Skatepark Perimeter and area5 Park Visitors Analyze data

6 Model Rocket Math Fraction concepts, add and subtract fractions6 Expedition: Antarctica Add and subtract integers6 Take Your Math to Work Analyze data, graph data

6 Music To Our Ears Addition equations, subtraction equations, multiplication and division equations

6 The Truth About Pi Circles6 Walk the Distance Proportions6 What Are the Chances? Probability of simple events6 Room Makeover: Serving the Community Surface area and volume




Literature Connection Chart

Title Author Concept or Skills Grade Level

Beep, Beep, Vroom, Vroom Stuart J. Murphy Patterning KChrysanthemum Keven Henkes Addition, Subtraction KThose Calculating Crows Alice Wakefield Counting by ones, Graphing, One-to-one correspondence KSplash! Ann Jonas Addition 1Ten Black Dots Donald Crews Number sense, Numeration 1A Three Hat Day Laura Geringer Statistics and probability, Patterns and relationships 1Best Bug Parade (The) Stuart J. Murphy Counting, Ordering by length, and other attributes 1Billy’s Buttons William Accorsi Patterns and relationships 1Caps for Sale Esphyr Slobodkina Patterns and relationships 1Fat Frogs on a Skinny Log Sara Riches Addition, Subtraction 1Lilly’s Purple Plastic Purse Kevin Henkes Money 1

Inch by Inch Leo Lionni Estimating and measuring with standard and nonstandard units, Graphing 1

Lots and Lots of Zebra Stripes Stephen R. Swinburne Patterning, Classification 1Napping House (The) Audrey Wood Addition 1One Monday Morning Uri Shulevitz Counting, Number sense 1One More Bunny Rick Walton Addition 1Penny Pot (The) Stuart J. Murphy Coin values, Problem solving 1

Sea Sums Joy N. Hulme Counting, Basic addition, Basic Subtraction, Addition with more than two addends, Classification 1

Seven Blind Mice Ed Young Ordinal Numbers 112 Ways to Get to 11 Eve Merriam Number and operations 2

Alexander Who Used to Be Rich Last Sunday Judith Viorst Measurement, Money, Concept of whole number operations, Fractions, Decimals 2

Amanda’s Bean’s Amazing Dream: A Mathematical Story Cindy Neuschwander Beginning multiplication, Multiples, Skip counting 2

Band-Aids Shel Silverstein Number sense, Numeration 2Betcha! Stuart J. Murphy Estimate length, Measure length, Estimate quantity 2Biggest, Strongest, Fastest Steve Jenkins Length 2Blast Off!! Norma Cole Estimation, Statistics and Probability 2

Button Box (The) Margarette S. Reid Counting, Sorting, Classification, Estimation, Ordinal numbers, Ordering by size 2

Cucumber Soup Vickie Leigh Krudwig Estimation of quantity, weight, and length 2Doorbell Rang (The) Pat Hutchins Beginning division, Multiples, Skip counting 2



Curriculum Guide for MathHarriet’s Halloween Candy Nancy Carlson Classification of objects, Graphing 2How Big is a Foot? Rolf Myller Measurement with standard and non-standard units 2How Many Feet in the Bed Jonston Hamm Skip counting, Number patterns 2

Imogene’s Antlers David Small Whole number computation, Whole number operations, Number sense, Numeration 2

Jim and the Beanstalk Raymond Briggs Measurement of length, Problem Solving, Estimation 2Just a Little Bit Ann Tompert Counting, Basic addition, Missing Addends, Adding 1` 2Look at Annette Marion Walter Geometry and spatial sense, Patterns and relationships 2My Monster Mama Loves Me So Laura Leuck Doubles 2Only One Marc Harshman Number sense 2

Pigs Will Be Pigs Amy Axelrod Measurement, Money, , Whole number computation, Fractions, Decimals 2

Pizza Pizzazz! Carol A. Losi Fractions 2

Ready, Set, Hop! Stuart J. Murphy Basic addition, Measurement of length, Addend, Equation, Fact families 2

So You Want to Be President Judith St. George Sorting, Graphing 2

Village of Round and Square Houses (The) Ann Grifalconi Identifying geometric shapes, Identifying three-dimensional shapes, Describing vertices, faces, and edges 2

Annabelle Swift, Kindergartner Amy Schwartz Money, Addition, Subtraction, Multiplication, Division 3Boy Who Stopped Time (The) Anthony Taber Measuring Time 3Dave’s Down-To-Earth Rock Shop Stuart J. Murphy Classification, Patterning, Venn diagrams 3

Grandfather’s Tang’s Story Ann Tompert Spatial sense, Geometric shapes, Similar triangles, Area, Problem solving 3

Draw Me a Star Eric Carle Estimation, Number sense 3George Shrinks William Joyce Proportional reasoning, Fractions, Length 3Important Book (The) Margret Wise Brown Patterns and relationships 3Math Curse Jon Scieszka and Lane Smith Number sense, Numeration 3Night Noises Mem Fox Addition, Mental computation 3One Duck Stuck Phyllis Root Additon 3One Hundred Hungry Ants Elinor J. Pinczes Multiplication 3One Hungry Cat Joanne Rocklin Division, Number sense, Geometry 3Pepper’s Journal Stuart J. Murphy Time, Calendars, Time lines, Graphing 3Purse (The) Kathy Caple Money, Number sense, Problem solving using tables and lists 3

Quilt Story (The) Tony Johnston and Tomie DePaola Geometry and spatial sense, Patterns and relationships 3

Sea Squares Joy N. Hulme Counting, Basic addition, Beginning multiplication, Square numbers, Problem solving 3

Six Dinner Sid Inga Moore Counting, Skip counting, addition, Multiplication, Problem Solving 3

$1..00 Word Riddle Book (The) Marilyn Burns Addition 4



Curriculum Guide for MathA Reminder of One Elinor J. Pinczes Number and Operations 4Amazing Book of Mammal Records (The) Samuel G. Woods Subtraction, Proportional Reasoning, Length, Weight 4Among the Odds & Evens Priscilla Turner Properties of Numbers 4Cut Down to Size at High Noon Scott Sundby Length, Proportional reasoning 4How Much Is a Million? David M. Schwartz Number and Operations 4One Tiny Turtle Nicola Davies Whole number computation 4Qwen and Mzee Word Problems 4

Jamie O’Rourke and the Big Potato Tomie dePaola Estimating and measuring with standard and nonstandard units, Graphing, Estimation of quantity, weight and length 4

Lost at the White House Lisa Griest Estimation of quantity, Measurement of circumference and weight, Problem solving 4

Martha Blah Blah Susan Meddaugh Frequency Distribution 4Math Appeal Greg Tang Whole Number Computation, Number Sense 4Spaghetti and Meatballs for All! Marilyn Burns Area, Perimeter 4Anno’s Mysterious Multiplying Jar Masaichiro Anno Multiplication 5Fly on the Ceiling (The) Dr. Julie Glass Coordinate Graphing 5

Math for Smarty Pants Marilyn Burns Whole Number Computation, Algebraic Equivalence, Logical Reasoning 5

One Grain of Rice Demi Addition, Number sense, Exponential numbers 5Roman Numbers 1 to MM Artur Geisert Number and Operations 5Tiger Math: Learning to Graph from a Baby Tiger Ann Whitehead Nagda Statistics 5Tikki Tikki Tempo Arlene Mosel Graphing, Averages 5Wilma Unlimited Kathleen Krull Computation, Graphing, Pounds and ounces 5

If You Hopped Like a Frog David M. Schwartz Length, Proportional reasoning 5


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