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1 | Domain | Strand | Standard | Learning Target (I can statements) You can have multiple learning targets for one content statement. Put them all in the box. Use CTRL+ENTER to move to a second line within one box. | Month Taught (units taught) | Tier 3 Vocab (Content specific words) | Everyday Math Alignment Central Resources for course - textbooks, workbooks | Supplemental Resources/Lesson Ideas Tips...to copy a URL for a website, click in the address bar and the whole site address will be highlighted, use CTRL+C to copy it and CTRL+V to paste it. | Formative/Summative Assessment - Please note any common unit assessments. Please share what assessment methods might be used to gather evidence for this standard. | ||||||

2 | Numbers and Operations Base 10 | Understand the place value system | 1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. | I can recognize that each place to the left is 10 times larger in a multi-digit number. I can recognize that each place to the right is 1/10 as much in a multi-digit number. | First Grading Period/ September-October | Unit 1 Number Theory Unit 2 Estimation/Computation | |||||||||

3 | Numbers and Operations Base 10 | Understand the place value system | 2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. | I can express powers of ten using whole number exponents. I can illustrate and explain a pattern for how the number of zeros of a product-when multiplying a whole number by power of 10-relates to the power of 10(e.g. 500-which is 5 x 100.) I can illustrate and explain a pattern for how multiplying or dividing any decimal by a power of 10 relates to the placement of the decimal point. | First Grading Period/ September-October | powers of ten, exponent, decimal | Unit 1 Number Theory Unit 2 Estimation/Computation | ||||||||

4 | Numbers and Operations Base 10 | Understand the place value system | 3. Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | I can read and write decimals to the thousandths in word form, base-ten numerals, and expanded form. I can compare two decimals to the thousandths using place value and record the comparison using symbols <, >, =. | First Grading Period/ September-October | decimal, decimal place | Unit 1 Number Theory Unit 2 Estimation/Computation | ||||||||

5 | Numbers and Operations Base 10 | Understand the place value system | 4. Use place value understanding to round decimals to any place. Perform operations with multi-digit whole numbers and with decimals to hundredths. | I can explain how to use place value and what digits to look at to round decimals to any place. I can use the value of the digit to the right of the place to be rounded to determine whether to round up or down. I can round decimals to any place. | First Grading Period/ September-October | decimal place | Unit 1 Number Theory Unit 2 Estimation/Computation | ||||||||

6 | Numbers and Operations Base 10 | Understand the place value system | 5. Fluently multiply multi-digit whole numbers using the standard algorithm. | I can explain the standard algorithm for multi-digit whole number multiplication. I can use the standard algorithm to multiply multi-digit whole numbers with ease. | Second Grading Period November | standard algorithm | Unit 2 Estimation/Computation | ||||||||

7 | Numbers and Operations Base 10 | Understand the place value system | 6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | I can demonstrate division of whole numbers with four- digit dividends and two-digit divisors using place value, rectangular arrays, area model, and other strategies. I can solve division of a whole number with four-digit dividends and two-digit divisors using properties of operations and equations. I can explain my chosen strategy. | Second Grading Period November | rectangular arrays, area model | Unit 4 Division | ||||||||

8 | Numbers and Operations Base 10 | Understand the place value system | 7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Foundation for Grade 6 The Number System. | I can add, subtract, multiply and divide decimals to hundredths using strategies based on place value, properties of operations, or other strategies. I can explain and illustrate strategies using concrete models or drawings when adding, subtracting, multiplying, and dividing decimals to hundredths. | First Grading Period/ September-October | decimal | Unit 2 Estimation/Computation Unit 4 Division | ||||||||

9 | Numbers and Operations - Fractions | Use equivalent fractions as a strategy to add and subtract fractions. | 1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) | I can determine common multiples of unlike denominators. I can create equivalent fractions using common multiples. I can add and subtract fractions with unlike denominators (including mixed numbers) using equivalent fractions. | Second Grading Period November/December/ January | mixed numbers, equivalent fractions | Unit 5 Fractions/Decimals/Percents | ||||||||

10 | Numbers and Operations - Fractions | Use equivalent fractions as a strategy to add and subtract fractions. | 2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. | I can solve addition and subtraction word problems involving fractions using visual models or equations. I can use estimation strategies, benchmark fractions and number sense to check if my answer is reasonable. | Second Grading Period November/December/ January | Unit 5 Fractions/Decimals/Percents | |||||||||

11 | Numbers and Operations - Fractions | Apply and extend previous understandings of multiplication and division to multiply and divide fractions | 3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? | I can explain that fractions can be represented as a division of the numerator by the denominator, and illustrate why a*b can be reperesented by the fraction a/b. I can solve word problems involving the division of whole numbers and interpret the quotient-which could be a whole number, mixed number, or fraction-in the context of the problem. I can explain or illustrate my solution strategy using visual fraction models or equations that represent the problem. | Second Grading Period November/December/ January | Unit 5 Fractions/Decimals/Percents | |||||||||

12 | Numbers and Operations - Fractions | Apply and extend previous understandings of multiplication and division to multiply and divide fractions | 4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. | I can create story contexts for problems involving multiplication of a fraction and a whole number or multiplication of two fractions by interpreting multiplication with fractions in the same way that I would interpret multiplication of whole numbers. (e.g. 2/3 x 4 can be interpreted as, "If I need 2/3 cups of sugar for 1 batch of cookies, how much sugar do I need to make 4 batches of cookies?") | Second and Third Grading Period January | Unit 8 Fractions/Multiplication/Division | |||||||||

13 | Numbers and Operations - Fractions | Apply and extend previous understandings of multiplication and division to multiply and divide fractions | 5. Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b =(n×a)/(n×b) to the effect of multiplying a/b by 1. | I can interpret the relationship between the size of the factors to the size of the product. I can explain why multiplying a given number by a number or fraction greater than 1 results in a product greater than the given number. I can explain why multiplying a given number by a fraction less than 1 results in a product less than the given number. I can explain multiplication as scaling (to enlarge or reduce) using a visual model. I can multiply a given fraction by 1 to find an equivalent fraction. | Second and Third Grading Period January | Unit 8 Fractions/Multiplication/Division | |||||||||

14 | Numbers and Operations - Fractions | 6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. | I can solve real-world problems involving multiplication of fractions and mixed numbers and interpret the product in the context of the problem. I can explain or illustrate my solution strategy using visual fraction models or equations that represent the problem. | Second/Third Grading Period November/December/ January | benchmark fractions | Unit 8 Fractions/Multiplication/Division | |||||||||

15 | Numbers and Operations - Fractions | 7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. b. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? | I can create story contexts for problems involving division of a unit fraction by a whole number or division of a whole number by a unit fraction. | Second and Third Grading Period January | mixed number | Unit 8 Fractions/Multiplication/Division | |||||||||

16 | Operations and Algebraic Thinking | Write and interpret numerical expressions | 1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. | I can use parentheses, brackets or braces to group an expression within a multi-step numerical expression. I can evaluate numerical expressions with parentheses, brackets, or braces. | Third Grading Period February | numerical expression, evaluate | Unit 7 Exponents/Notations/Order of Operations | ||||||||

17 | Operations and Algebraic Thinking | Write and interpret numerical expressions | 2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7).Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. | I can represent a calculation expressed verbally with a numerical expression. I can analyze expressions without solving. | Third Grading Period February | expression, numerical expression | Unit 7 Exponents/Notations/Order of Operations | ||||||||

18 | Operations and Algebraic Thinking | Analyze patterns and relationships. | 3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. | I can generate two numerical patterns with the same starting number for two given rules. I can explain the relationship between two numerical patterns by comparing how each pattern grows or by comparing the relationship between each of the corresponding terms from each pattern. I can form ordered pairs out of corresponding terms from each pattern and graph them on a coordinate plane. | Third Grading Period February | numerical pattern, corresponding terms, ordered pair, coordinate plane | Unit 9 Coordinate Grids/ Graphing/ Perimeter/Area/Volume | ||||||||

19 | Geometry | Graph points on the coordinate plane to solve real-world and mathematical problems. | 1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). | I can construct a coordinate system with two intersecting perpendicular lines and recognize that the intersection is called the origin and it is the point where 0 lies on each of the lines. I can recognize that the horizontal axis is generally labeled as the x-axis and the vertical axis is generally labeled as the y-axis. I can identify and ordered pair as an x-coordinate followed by a y-coordinate. I can explain the relationship between the ordered pair and the location on the coordinate plane. | Third Grading Period February | Unit 9 Coordinate Grids/ Graphing/ Perimeter/Area/Volume | |||||||||

20 | Geometry | Graph points on the coordinate plane to solve real-world and mathematical problems. | 2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. | I can determine when a mathematical problem has a set of ordered pairs. I can graph points in the first quadrant of a coordinate plane using a set of ordered pairs. I can relate the coordinate values of any graphed point to the context of the problem. | Third Grading Period February | ordered pair, quadrant, coordinate plane | Unit 9 Coordinate Grids/ Graphing/ Perimeter/Area/Volume | ||||||||

21 | Geometry | Classify two-dimensional figures into categories based on their properties. | 3. Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. | I can classify two-dimensional figures by their attributes. I can explain two-dimensional attributes can belong to several two-dimensional figures. I can identify subcategories using two dimensional attributes. | First Grading Period/ October | Unit 3 Geometry | |||||||||

22 | Geometry | Classify two-dimensional figures into categories based on their properties. | 4. Classify two-dimensional figures in a hierarchy based on properties. Foundation for Grade 6 Geometry | I can group together all shapes that share a single property, and then among these shapes, group together those that share a second property, and then among these, group together those that share a third property. | First Grading Period October | Unit 3 Geometry | |||||||||

23 | Measurement and Data | Convert like measurement units within a given measurement system. | 1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. | I can convert measurement units within the same measurement system. I can solve multi-step measurement conversions. | Fourth Grading Period March/April | convert, conversion | Georgia Math and Teacher Generated Supplements | ||||||||

24 | Measurement and Data | Represent and interpret data. | 2. Make a line plot to display a set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. | I can create a line plot with a given set of unit fraction measurements. I can solve problems using data on line plots. | Fourth Grading Period March/April | line plot, unit fraction | Georgia Math and Teacher Generated Supplements | ||||||||

25 | Measurement and Data | Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. | 3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. | I can identify volume as an attribute of a solid figure. I can recognize that a cube with 1 unit side length is "one cubic unit" of volume. I can explain a process for finding the volume of a solid figure by filling it with unit cubes without gaps and overlaps. | Fourth Grading Period March/April | volume, unit cube, cubic unit | Unit 9 Coordinate Grids/ Graphing/ Perimeter/Area/Volume | ||||||||

26 | Measurement and Data | Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. | 4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. | I can measure the volume of a hollow three- dimensional figure by filling it with unit cubes without gaps and counting the number of unit squares. | Fourth Grading Period March/April | volume, unit cube, cubic unit | Unit 9 Coordinate Grids/ Graphing/ Perimeter/Area/Volume | ||||||||

27 | Measurement and Data | Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. | 5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with wholenumber edge lengths in the context of solving real world and mathematical problems. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. | I can use unit cubes to determine the volume of a rectangular prism. I can explain multiplication of the area of the base by the height will result in the volume. I can relate finding the product of three numbers to finding the volume and relate both to the associative property of multiplication. I can use the formulas to determine the volume of rectangular prisms. I can decompose an irregular figure into non-overlapping rectangular prisms and find the volume of the irregular figure by finding the su of the volumes of each of the decomposed prisms. I can solve real-world problems involving volume. | Fourth Grading Period March/April | volume, right rectangular prism, additive | Unit 9 Coordinate Grids/ Graphing/ Perimeter/Area/Volume | ||||||||

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