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1 | Number and Operations in Base Ten | Number and Operations in Algebraic Thinking | Number and Operations in Fractions | Measurement and Data | Geometry | ||||||||||||||||||||||

2 | 4th | 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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. | 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. | 4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. | |||||||||||||||||||||||

3 | 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. | ||||||||||||||||||||||||||

4 | 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. | ||||||||||||||||||||||||||

5 | 5th | 5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a Ã· 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. 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? 5.NF.B.7.B Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 Ã· (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 Ã· (1/5) = 20 because 20 Ã— (1/5) = 4. 5.NF.B.7.C 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? | |||||||||||||||||||||||||

6 | Number Systems | Expressions and Equations | Ratio and Proportion | Statistics and Probability | Geometry | ||||||||||||||||||||||

7 | 6th | 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) Ã· (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) Ã· (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) Ã· (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?. | 6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.. | 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b â‰ 0, and use rate language in the context of a ratio relationship. | |||||||||||||||||||||||

8 | 6.NS.2 Fluently divide multi-digit numbers using the standard algorithm. | 6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. | 6.RP.3 Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. | ||||||||||||||||||||||||

9 | 7th | 7.NS.A3 Solve real world problems involving 4 operations with rational numbers | 7.EE.A1 Apply properties of operations to add, subtract, factor and expand linear expressions with rational coefficients 7.EE.A2 Rewrite an expression in a different form to show how quantities are related 7.EE.B3 Solve multistep real life problems with positive & negative integers and rational numbers AND Assess the reasonableness of answers 7.EE.B4 Use variables to represent quantitites in real-world problems AND construct simple equations and inequalities by reasoning about the quantities (ie. sales job with pay and commissions; how many to make $50?) | 7.RP.A1 Compute Unit rates associstr with ratios of fractions (lengths, areas & other quantities) 7.RP.A2 Identify constant of proportionality (could be rational?) 7.RP.A3 Use proportional relationships to solve multistep problems (interest, tax, discount, tips, commissions..) | ?7.B4 Give an informal derivation of the relationship between circumference and area of a circle | ||||||||||||||||||||||

10 | 8th | 8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. | |||||||||||||||||||||||||

11 | 8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., Ï€2). For example, by truncating the decimal expansion of âˆš2, show that âˆš2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. | ||||||||||||||||||||||||||

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