Math: 1st 9 weeks

These process skills will be a part of our math lessons all year, regardless of the current topic of instruction:

(1)  Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A)  apply mathematics to problems arising in everyday life, society, and the workplace;

(B)  use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C)  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D)  communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E)  create and use representations to organize, record, and communicate mathematical ideas;

(F)  analyze mathematical relationships to connect and communicate mathematical ideas; and

(G)  display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

 

Please note that the pacing and order of these objectives is subject to change.

 1st 9 Weeks

August 24-Sept. 4

Skills Assessment

Review 4 operations, strategies, and algorithms

 

(3)  Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:

(B)  multiply with fluency a three-digit number by a two-digit number using the standard algorithm;

 

 

(C)  solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;

 

 

 

 

(K)  add and subtract positive rational numbers fluently

4(B)  represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity;

 

 

Sept. 8-11

Review multiplication and division with whole numbers, continued

 

(3)  Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:

(A)  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division;

 

 

Sept. 14-Sept. 25

Decimal place value, compare/order decimals, rounding decimals

Pine Cove

 

(2)  Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to:

(A)  represent the value of the digit in decimals through the thousandths using expanded notation and numerals;

 

 

 

 

 

(B)  compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and

 

 

 

 

 

(C)  round decimals to tenths or hundredths

 

 

 

 

 

Sept. 28-Oct. 2

Decimal Operations: Adding and Subtracting Decimals and Creating a Budget

 

3(K)  add and subtract positive rational numbers fluently

 

 

(10)  Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:

(A)  define income tax, payroll tax, sales tax, and property tax;

 

 

 

(B)  explain the difference between gross income and net income;

(C)  identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments;

 

 

(D)  develop a system for keeping and using financial records;

(E)  describe actions that might be taken to balance a budget when expenses exceed income; and

(F)  balance a simple budget.

 

 

 

 

Oct. 5-16

Learner Led Conferences/Fall Break

Multiplication and Division of Decimals

 

(D)  represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models;

(E)  solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers;

 

 

 

 

(F)  represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models;

(G)  solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm;

 

 

 

 

Oct. 19-23: End of 1st 9 Weeks

Data Analysis

Assessments/Mastery Checks

 

(9)  Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:

(A)  represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;

 

 

 

 

(C)  solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot