Math: 2nd 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.
Oct. 26-30 Begin 2nd 9 Weeks
Prime/Composite Numbers, Factors, & Simplification of Equations
(4) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
(A) identify prime and composite numbers [using patterns in factor pairs]
(E) describe the meaning of parentheses and brackets in a numeric expression [such as 4 (14 + 5) is 4 times as large as (14 + 5)] ;
(F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping [such as (3 + 7) / (5 - 3)] ;
Nov. 2-6
Multiplying fractions and simplification
(I) represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models;
Nov. 9-13
Dividing fractions with whole numbers
(J) represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models;
(L) divide whole numbers by unit fractions and unit fractions by whole numbers.
Nov. 16-20
Multiplying and Dividing Fractions, continued
Nov. 23-27 Thanksgiving Break
Nov. 30-Dec. 4
Adding and subtracting fractions with unlike denominators
(H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models [such as strip diagrams] and properties of operations;
Adding Fractions with Unlike Denominators
Subtracting Fractions with Unlike Denominators
Board Game
Dec. 7-11
Using fractions while collecting data
(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, or scatterplot.
Dec. 14-18
Review all fractions and complete mastery assessments
Dec. 20-Jan. 1
Winter Holiday Break
Jan. 4-8
Review fractions and decimals
Jan. 11-15
End of 2nd 9 Weeks and 1st Semester
Review algebraic expressions