1 | MA 0.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||
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2 | Grade K | ||||||||||||||

3 | Concept | ||||||||||||||

4 | |||||||||||||||

5 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know- nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math K © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade K | ASSESSMENT core, common | |||||||

6 | REGIONAL PRIORITY MA 0.1.1 a | Count, read and write numbers 0-20 | Count, read, write | Numbers 0-20 | Number relationships have a consistent pattern. What do you notice about these numbers (use counting chart)? | knowledge | New Concept Lessons 5–9, 11, 13, 15, 18, 21, 22, 24, 27, 29, 35, 36, 38, 39, 41, 42, 44, 48, 49, 51, 58, 61, 62, 65, 67, 68, 72–76, 80-1, 81, 87, 90-1, 91, 92, 94, 96, 104, 106, 108, 109, 110-1, 111, 113, 114, 116, 120-1, 121, 122, 125, 126, 128, 130-1, 132, 134 Problem Solving Strategies Lessons 50-2, 80-2 Maintenance: Meeting Meetings 1–25 Lesson Practice Lessons 5, 8, 9, 11, 13–17, 19, 21, 22, 29, 31, 33, 35, 36, 38, 58, 65, 71–75, 79, 87, 91, 98, 99, 104, 105, 107, 109, 111, 114, 117, 118, 121, 122, 125, 126, 128, 131, 132 Handwriting Practice Lessons 1–9, 11, 13–17, 19, 21–29, 31–38, 41–48, 51–59, 61–66, 68, 71–75, 77–79, 81–88, 91, 92, 94, 96, 99, 101–102, 104, 106, 108, 112, 114, 116, 117, 121, 123, 125, 126, 128, 129, 131–135 Counting Practice Lessons 66, 67, 93, 95, 98, 103, 105, 107, 109, 111, 113, 115, 118, 122, 124 Math Center Activities 3, 7, 9, 14–17, 27, 28, 32, 34, 35, 36, 38, 45, 48, 60, 61, 67 Extend & Challenge CD Activities 9, 13, 15 Assessment: Oral Assessment 2, 3, 4, 12, 13 | Kindergarten Report Card | |||||||

7 | comprehen | 1 recall | Assessment 1.1 | ||||||||||||

8 | application | 2 skills | |||||||||||||

9 | analysis | 3 strategic | |||||||||||||

10 | synthesis | 4 extended | |||||||||||||

11 | eval | ||||||||||||||

12 | REGIONAL PRIORITY MA 0.1.1 b | Count objects using one-to-one correspondence 0-20. | count | one to one correspondence | Knowledge | New Concept Lessons 5–9, 11, 13, 15, 18, 22, 24, 27, 29, 41, 42, 44, 51, 58, 61, 62, 65, 72, 73, 80-1, 87, 90-1, 91, 104, 106, 108, 110-1, 111, 114, 116, 120-1, 121, 122, 128, 130-1, 132, 134 Problem Solving Strategies Lessons 50-2, 80-2 Maintenance: Meeting Meetings 1–25 Lesson Practice Lessons 5, 8, 9, 11, 13–17, 19, 22, 29, 31, 48, 71, 72, 79, 87, 98, 99, 104, 105, 107, 117, 118, 121, 122, 126, 128, 131, 132 Handwriting Practice Lessons 121, 126, 129, 131, 132 Math Center Activities 3, 7, 9, 14, 17, 27, 28, 34, 35, 45 Assessment: Oral Assessment 4, 12 | Saxon Oral Assessment # 6 | ||||||||

13 | comprehen | 1 recall | using number cards 0-20 | ||||||||||||

14 | application | 2 skills | (1st set of assessment) | ||||||||||||

15 | analysis | 3 strategic | |||||||||||||

16 | synthesis | 4 extended | |||||||||||||

17 | eval | ||||||||||||||

18 | MA 01.1.c | Sequence objects using ordinal numbers (first through fifth.) | sequence | ordinal numbers | Knowledge | New Concept Lessons 28, 30-1, 37, 40-1, 46, 54, 59, 112 Maintenance: Lesson Practice Lessons 28, 37, 46, 112 Assessment: Oral Assessment 8 | Kindergarten Report Card | ||||||||

19 | comprehen | 1 recall | Assessment 1.1 | ||||||||||||

20 | application | 2 skills | |||||||||||||

21 | analysis | 3 strategic | |||||||||||||

22 | synthesis | 4 extended | |||||||||||||

23 | eval | ||||||||||||||

24 | REGIONAL PRIORITY MA 0.1.1d | Match numerals to the quantities they represent (0-20) using a variety of models and representations. | Match | Numberals 0-20, quantities 0-20 | knowledge | New Concept Lessons 24, 42, 51, 59, 62, 69, 80-1, 110-1, 132 Maintenance: Meeting Meetings 1–25 Lesson Practice Lessons 21, 41, 42, 51, 59, 61, 62, 67, 68, 69, 81, 92, 94, 96, 113, 116 Math Center Activities 7, 9, 14, 17, 28, 33, 45, 48 Assessment: Oral Assessment 5 | Saxon Oral Assessment #5 | ||||||||

25 | comprehen | 1 recall | using number cards 0 -20 | ||||||||||||

26 | application | 2 skills | (2nd section of assessment) | ||||||||||||

27 | analysis | 3 strategic | |||||||||||||

28 | synthesis | 4 extended | |||||||||||||

29 | eval | ||||||||||||||

30 | REGIONAL PRIORITY MA 0.1.1e | Demonstrate and identify multiple equivalent representations for numbers 1-10 (e.g. 10 is 1 and 9; 10 is 6 and 4.) | Demonstrate, identify | Multiple equivalent representations for numbers 1-10 | knowledge | New Concept Lessons 73, 121 Problem Solving Strategies Lessons 90-2, 120-2 Maintenance: Lesson Practice Lessons 73, 98, 99, 121, 122, 126 Handwriting Practice Lessons 75, 77, 126, 129, 131, 132 Math Center Activities 35 | |||||||||

31 | comprehen | 1 recall | |||||||||||||

32 | application | 2 skills | |||||||||||||

33 | analysis | 3 strategic | |||||||||||||

34 | synthesis | 4 extended | |||||||||||||

35 | eval | ||||||||||||||

36 | REGIONAL PRIORITY MA 0.1.1f | Demonstrate relative position of whole numbers 0 – 10 (e.g., 5 is between 2 and 10; 7 is greater than 3)elative position of whole numbers 0-10 (e.g., 5 is between 2 and 10; 7 is greater than 3.) | Demonstrate | Relative position of whole numbers 0-10 | knowledge | New Concept Lessons 5, 6, 48, 59, 71, 75, 98, 99, 102, 109 Maintenance: Meeting Meetings 22–25 Lesson Practice Lessons 48, 53, 71, 98, 99, 102, 117, 118 | |||||||||

37 | comprehen | 1 recall | |||||||||||||

38 | application | 2 skills | |||||||||||||

39 | analysis | 3 strategic | |||||||||||||

40 | synthesis | 4 extended | |||||||||||||

41 | eval | ||||||||||||||

42 | Concept | ||||||||||||||

43 | MA 0.1.2 OPERATIONS: Students will demonstrate the meaning of addition and subtraction with whole numbers. | ||||||||||||||

44 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

45 | REGIONAL PRIORITY MA 0.1.2 a | Use objects and words to explain the meaning of addition as a joining action (e.g., Two girls are sitting at a table. Two more girls join them. How many girls are sitting at the table?) | explain | addition as a joining action | knowledge | New Concept Lessons 18, 27, 44, 89, 119 Problem Solving Strategies: Lesson 50-2 Maintenance: Lesson Practice Lessons 18, 27, 44, 89, 119 Extend & Challenge CD Activities 10 Assessment: Oral Assessment 11 | Kindergarten Report Card | ||||||||

46 | comprehen | 1 recall | Assessment 1.2 | ||||||||||||

47 | application | 2 skills | |||||||||||||

48 | analysis | 3 strategic | |||||||||||||

49 | synthesis | 4 extended | |||||||||||||

50 | eval | ||||||||||||||

51 | MA 0.1.2b | Use objects and words to explain the meaning of addition as parts of a a whole (e.g. Three boys and two girls are going to the zoo. How many children are going to the zoo?) | explain | addition as parts of whole | Knowledge | New Concept Lessons 73, 121, 130-1 Problem Solving Strategies Lesson 120-2 Maintenance: Lesson Practice Lessons 73, 98, 99, 117, 118, 121, 122, 126 Handwriting Practice Lessons 74, 75, 77, 126, 129, 131, 132 Math Center Activities 35 | |||||||||

52 | comprehen | 1 recall | |||||||||||||

53 | application | 2 skills | |||||||||||||

54 | analysis | 3 strategic | |||||||||||||

55 | synthesis | 4 extended | |||||||||||||

56 | eval | ||||||||||||||

57 | REGIONAL PRIORITY MA 0.1.2c | Use objects and words to explain the meaning of subtraction as a separate action (e.g. Five girls are sitting at a table. Two girls leave. How many girls are left sitting at the table?) | explain | subtraction as a separating action | Knowledge | New Concept Lessons 18, 27, 44, 89, 127, 128 Problem Solving Strategies: Lessons 80-2, 100-2 Maintenance: Lesson Practice Lessons 18, 27, 44, 89, 127, 128, 131, 132 Extend & Challenge CD Activities 10, 14 Assessment: Oral Assessment 11 | Kindergarten Report Card | ||||||||

58 | comprehen | 1 recall | Assessment 1.2 | ||||||||||||

59 | application | 2 skills | |||||||||||||

60 | analysis | 3 strategic | |||||||||||||

61 | synthesis | 4 extended | |||||||||||||

62 | eval | ||||||||||||||

63 | MA 0.1.2d | Use objects and words to explain the meaning of subtraction as finding part of a whole (e.g., Jacob has 5 pencils. Three are blue and the rest are red. How many red pencils does Jacob have?) | explain | subtraction as parts of a whole | knowledge | Problem Solving Strategies Lesson 130-2 | |||||||||

64 | comprehen | 1 recall | |||||||||||||

65 | application | 2 skills | |||||||||||||

66 | analysis | 3 strategic | |||||||||||||

67 | synthesis | 4 extended | |||||||||||||

68 | eval | ||||||||||||||

69 | MA 0.1.3 COMPUTATION Mastery not expected at this level. | ||||||||||||||

70 | MA 0.1.4 ESTIMATION Mastery not expected at this level. | ||||||||||||||

71 | MA 0.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

72 | Grade K | ||||||||||||||

73 | MA 0.2.1 CHARACTERISTICS: Students will identify two-dimensional geometric shapes. | ||||||||||||||

74 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

75 | REGIONAL PRIORITY MA 0.2.1a | Sort and name two-dimentional shapes (e.g., squares, circles, rectangle, triangle) | Two-dimensional shapes, suare, circle, triangle, rectangle | Sort, name | The world is made up of shapes. How are shapes used? How are shapes different? | knowledge | New Concept Lessons 19, 23, 31, 32, 34, 37, 43, 50-1, 54, 57, 60-1, 63, 85, 105, 108, 114, 117 Maintenance: Meeting Meetings 8, 10, 12, 13, 15, 17, 19, 21, 23, 25 Lesson Practice Lessons 19, 23, 31, 32, 37, 43, 56, 57, 63, 85, 86, 104, 108 Math Center Activities 30 Assessment: Oral Assessment 1 | Kindergarten Report Card | |||||||

76 | comprehen | 1 recall | Assessment 1.4 and Saxon | ||||||||||||

77 | application | 2 skills | |||||||||||||

78 | analysis | 3 strategic | |||||||||||||

79 | synthesis | 4 extended | |||||||||||||

80 | eval | ||||||||||||||

81 | |||||||||||||||

82 | MA 0.2.2 COORDINATE GEOMETRY: Mastery not expected at this level. | ||||||||||||||

83 | |||||||||||||||

84 | MA 0.2.3 TRANSFORMATIONS: Mastery not expected at this level. | ||||||||||||||

85 | MA 0.2.4 SPATIAL MODELING: Students will communicate relative positions in space. | ||||||||||||||

86 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

87 | REGIONAL PRIORITY MA 0.2.4.a | Demonstrate positional words (e.g., above/below, near/far, over/under, in/out, down/up, around/through) | Positional words- above/below, near/far, over/under, in/out, down,up around/through | Demonstrate | Words tell us where something is. How do words help tell us where something is? Why is it important to use positional words? | knowledge | New Concept Lessons 12, 23, 32, 43, 54, 103 Maintenance: Lesson Practice Lessons 103, 115 | Numerous Language for | |||||||

88 | comprehen | 1 recall | Learning Assessments | ||||||||||||

89 | application | 2 skills | |||||||||||||

90 | analysis | 3 strategic | |||||||||||||

91 | synthesis | 4 extended | |||||||||||||

92 | eval | ||||||||||||||

93 | MA 0.2.5 MEASUREMENT: Students will measure using nonstandard units and time. | ||||||||||||||

94 | REGIONAL PRIORITY MA 0.2.5a | Identify the name and amount of a penny, nickel, dime and quarter | Name and amout of penny, nickel, dime, and quarter | Identify name and value of pennies, nickels, dimes, quarters | We use money for our basic needs. How do we count pennies, nickels, dimes, and quarters? Why do we need money? How do we use pennies, nickels, dimes, and quarter? | knowledge | New Concept Lessons 41, 42, 49, 51, 59, 65, 67, 68, 81, 91, 92, 94, 96, 113, 116, 130-1 Maintenance: Meeting Meetings 11–25 Lesson Practice Lessons 41, 42, 49, 51, 59, 67, 68, 81, 92, 94, 96, 113, 116 Handwriting Practice Lessons 101, 117, 121 Math Center Activities 20, 32, 41, 48, 50, 62, 64 Extend & Challenge CD Activities 7 Assessment: Oral Assessment 11 | Kindergarten Report Card | |||||||

95 | comprehen | 1 recall | Assessment 1.1 | ||||||||||||

96 | application | 2 skills | |||||||||||||

97 | analysis | 3 strategic | |||||||||||||

98 | synthesis | 4 extended | |||||||||||||

99 | eval | ||||||||||||||

100 | MA 0.2.5b | Identify time to the hour | Time to the hour | Identify | We use time in our everyday lives. Why is time important? How do we tell time? | knowledge | New Concept Lessons 45, 47 Maintenance: Meeting Meetings 17, 19, 21, 23, 25 Lesson Practice Lessons 45, 47 Handwriting Practice Lessons 58, 59, 63, 125, 128, 134 Math Center Activities 18, 19 | ||||||||

101 | comprehen | 1 recall | |||||||||||||

102 | application | 2 skills | |||||||||||||

103 | analysis | 3 strategic | |||||||||||||

104 | synthesis | 4 extended | |||||||||||||

105 | eval | ||||||||||||||

106 | MA 0.2.5c | Measure using nonstandard units | Nonstandard units | Measure | Why do we measure objects? How does measurement help us in our daily lives? | knowledge | New Concept Lessons 72, 87, 90-1, 106, 120-1, 126 Maintenance: Lesson Practice Lessons 72, 87, 106 Math Center Activities 34, 45, 58, 68 Assessment: Oral Assessment 12 | Saxon Oral Assessment # 12 | |||||||

107 | comprehen | 1 recall | (3rd section of assessment) | ||||||||||||

108 | application | 2 skills | |||||||||||||

109 | analysis | 3 strategic | |||||||||||||

110 | synthesis | 4 extended | |||||||||||||

111 | eval | ||||||||||||||

112 | REGIONAL PRIORITY MA 0.2.5d | Compare objects according to length | Length, shorter, longer, same as | Compare | We compare objects to find out how they are the same or different. Why do we need to know if something is longer or shorter? | knowledge | New Concept Lessons 83, 84, 87, 93, 131 Maintenance: Lesson Practice Lessons 83, 84, 87 Math Center Activities 42, 43 Assessment: Oral Assessment 12 | Saxon Oral Assessment # 12 | |||||||

113 | comprehen | 1 recall | (2nd section of assessment) | ||||||||||||

114 | application | 2 skills | |||||||||||||

115 | analysis | 3 strategic | |||||||||||||

116 | synthesis | 4 extended | |||||||||||||

117 | eval | ||||||||||||||

118 | MA 0.2 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

119 | Grade K | ||||||||||||||

120 | MA 0.3.1 RELATIONSHIPS: Students will sort, classify, and order objects by relationships. | ||||||||||||||

121 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

122 | MA 0.3.1a | Sort by color, shape or size. | Color, shape, size | Sort | We sort objects to give us information. How can we sort a group of different shapes? Why do we sort objects? | knowledge | New Concept Lessons 16, 17, 23, 26, 29, 32, 43, 50-1, 54, 83, 85, 105, 123 Maintenance: Lesson Practice Lessons 16, 123 Math Center Activities 6, 8, 9, 13, 42 Extend & Challenge CD Activities 2 Assessment: Oral Assessment 6, 9 | Saxon Oral Assessment # 6 | |||||||

123 | comprehen | 1 recall | |||||||||||||

124 | application | 2 skills | |||||||||||||

125 | analysis | 3 strategic | |||||||||||||

126 | synthesis | 4 extended | |||||||||||||

127 | eval | ||||||||||||||

128 | REGIONAL PRIORITY MA 0.3.1b | Create own rule for sorting other than color, shape or size. | Rule for sorting | Create | We use rules to sort objects. How do you sort objects? How can objects be sorted in different ways? | Knowledge | New Concept Lessons 34, 58, 113, 116 Maintenance: Lesson Practice Lesson 34 Math Center Activities 13, 26, 62 | Saxon Oral Assessment # 6 | |||||||

129 | comprehen | 1 recall | |||||||||||||

130 | application | 2 skills | |||||||||||||

131 | analysis | 3 strategic | |||||||||||||

132 | synthesis | 4 extended | |||||||||||||

133 | eval | ||||||||||||||

134 | MA 0.3.2 MODELING IN CONTEXT: Students will use objects as models to represent mathematical situations. | ||||||||||||||

135 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

136 | MA 0.3.2a | Model situations that involve the addition and subtraction of whole numbers 0-10 using objects. | Addition, subtraction, whole numbers 0-10 | Model | We use objects to show addition and subtraction problems. How can we show an addition or subtraction problem using objects? | knowledge | New Concept Lessons 18, 27, 44, 73, 89, 119, 121, 127, 128, 130-1 Problem Solving Strategies Lessons 50-2, 80-2, 100-2, 120-2, 130-2 Maintenance: Lesson Practice Lessons 18, 27, 44, 73, 89, 98, 99, 117, 118, 119, 121, 122, 126, 127, 128, 131, 132 Handwriting Practice Lessons 74, 75, 77, 126, 129, 131, 132 Math Center Activities 35 Extend & Challenge CD Activities 10, 14 Assessment: Oral Assessment 11 | Kindergarten Report Card | |||||||

137 | comprehen | 1 recall | Assessment 1.2 | ||||||||||||

138 | application | 2 skills | |||||||||||||

139 | analysis | 3 strategic | |||||||||||||

140 | synthesis | 4 extended | |||||||||||||

141 | eval | ||||||||||||||

142 | MA 0.3.3 PROCEDURES: Students will use concrete and verbal representations to solve number stories. | ||||||||||||||

143 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

144 | REGIONAL PRIORITY MA 0.3.3a | Use objects to solve addition and subtraction of whole numbers 0-10. | Subtraction, addition, whole numbers 0-10 | Use | We use objects to solve addition and subtraction problems. How can objects help us solve addition and subtraction problems? Why do we use objects to solve addition and subtraction problems? | knowledge | New Concept Lessons 18, 27, 44, 89, 119, 121, 127, 128, 130-1 Problem Solving Strategies Lessons 50-2, 80-2, 120- Maintenance: Lesson Practice Lessons 18, 27, 44, 89, 119, 127 Extend & Challenge CD Activities 10 Assessment: Oral Assessment 11 | Kindergarten Report Card | |||||||

145 | comprehen | 1 recall | Assessment 1.2 | ||||||||||||

146 | application | 2 skills | |||||||||||||

147 | analysis | 3 strategic | |||||||||||||

148 | synthesis | 4 extended | |||||||||||||

149 | eval | ||||||||||||||

150 | MA 0.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

151 | Grade K | ||||||||||||||

152 | Concept | ||||||||||||||

153 | MA 0.4.1 DISPLAY AND ANALYSIS: Students will sort, classify, represent, describe, and compare sets of objects. | ||||||||||||||

154 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

155 | MA 0.4.1a | Sort and classify objects according to an attribute (e.g., size, color, shape.) | Objects, attributes | Sort, classify | We sort and classify objects everyday. How do we sort and classify objects? Why do we sort and classify objects? | knowledge | New Concept Lessons 16, 17, 22, 23, 26, 29, 32, 34, 43, 50-1, 54, 58, 83, 85, 105, 113, 116, 123 Maintenance: Lesson Practice Lessons 16, 34, 123 Math Center Activities 6, 8, 9, 13, 26, 42, 62 Extend & Challenge CD Activities 2 Assessment: Oral Assessment 6, 9 | Saxon Oral Assessment # 6 | |||||||

156 | comprehen | 1 recall | |||||||||||||

157 | application | 2 skills | |||||||||||||

158 | analysis | 3 strategic | |||||||||||||

159 | synthesis | 4 extended | |||||||||||||

160 | eval | ||||||||||||||

161 | REGIONAL PRIORITY MA 0.4.1b | Identify the attributes of sorted data | Attributes, data | Identify | We describe objects to tell them apart. How do we describe an object? Why do we describe objects? | Knowledge | New Concept Lessons 23, 29, 32, 34, 43, 50-1, 54, 85, 105 Maintenance: Lesson Practice Lessons 23, 32, 34, 43, 54, 85, 123 Math Center Activities 13 Extend & Challenge CD Activities 5, 6 Assessment: Oral Assessment 6 | ||||||||

162 | comprehen | 1 recall | |||||||||||||

163 | application | 2 skills | |||||||||||||

164 | analysis | 3 strategic | |||||||||||||

165 | synthesis | 4 extended | |||||||||||||

166 | eval | ||||||||||||||

167 | REGIONAL PRIORITY MA 0.4.1c | Compare the attributes of the data (e.g., most, least, same.) | Attributes, data, most, least, same | compare | We describe objects to tell how they are the same and different. How do we tell if objects are the same or different? Why do we need to know if objects are the same or different? | Knowledge | New Concept Lessons 5, 6, 11, 17, 22, 58, 82, 107, 122 Maintenance: Lesson Practice Lessons 5, 6, 11, 17, 22, 24, 29, 58, 107 Math Center Activities 8, 26 Extend & Challenge CD Activities 2 Assessment: Oral Assessment 4, 9 | Kindergarten Report Card | |||||||

168 | comprehen | 1 recall | Assessment 1.1 | ||||||||||||

169 | application | 2 skills | |||||||||||||

170 | analysis | 3 strategic | |||||||||||||

171 | synthesis | 4 extended | |||||||||||||

172 | eval | ||||||||||||||

173 | MA 0.4.2 PREDICTIONS AND INFERENCES: Mastery not expected at this level. | ||||||||||||||

174 | MA 0.4.3 PROBABILITY: Mastery not expected at this level. | ||||||||||||||

175 | |||||||||||||||

176 | |||||||||||||||

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194 |

1 | MA 1.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||
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2 | Grade | ||||||||||||||

3 | Concept | ||||||||||||||

4 | |||||||||||||||

5 | INDICATORS | CONCEPTS Students will know- nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math 1 © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade 1 | ASSESSMENT core, common | |||||||

6 | REGIONAL PRIORITY MA 1.1.1 a | Count, read and write numbers 0-100 | count, read, write | numbers 0-100 | Number relationships have a consistent pattern. What do you notice about these numbers? (100 chart, skip counting by 10, 5, and 2.) | knowledge | New Concept Lessons 2–5, 8, 9, 16, 20-1, 34, 43, 46, 47, 51, 53, 64, 66, 70, 71, 84, 85-1, 86, 89, 90-1, 93, 98, 99, 116, 131, 133 Maintenance: Meeting Lessons 1–135 Written Practice Lessons 2–135 Fact Practice Lessons 34, 43, 51, 53, 64, 66, 84, 86, 89, 93, 99, 116, 131, 133 Math Center Activities 1, 2, 3, 4, 9, 10, 12, 13, 24, 32, 33, 35, 38, 42, 43, 53, 54, 57, 58, 71, 72, 73, 74, 75, 80, 84, 85, 98, 99, 111, 114 Extend and Challenge CD Activities 1, 12, 15 Assessment: Oral Assessment 1, 8 Written Assessment 1, 2, 4, 6, 7, 8, 10, 14 | first grade oral assessment | |||||||

7 | comprehen | 1 recall | |||||||||||||

8 | application | 2 skills | |||||||||||||

9 | analysis | 3 strategic | Oral Assessment 1, 8 | ||||||||||||

10 | synthesis | 4 extended | Written Assessment 1, 2, 4, 6, 7, 8, 10, 14 | ||||||||||||

11 | eval | ||||||||||||||

12 | MA 1.1.1 b | Count by multiples of 2 up to 50. | count | multiples of 2 to 50 | We count by 2's to count objects faster. Why do we count by 2's? | Knowledge | New Concept Lessons 47, 51, 56, 64, 103, B Maintenance: Meeting Lessons 52–135 Written Practice Lessons 52, 56, 64, 65 Fact Practice Lessons 61–63, 66–69, 71–74, 76–79 Math Center Activities 38, 46, 49, 53, 54, 59, 80 Assessment: Oral Assessment 9 Written Assessment 11, 12, 13, 19, 20, 22, 26 | first grade oral assessment | |||||||

13 | comprehen | 1 recall | |||||||||||||

14 | application | 2 skills | Oral Assessment 9 | ||||||||||||

15 | analysis | 3 strategic | Written Assessment 11, 12, 13, 19, 20, 22, 26 | ||||||||||||

16 | synthesis | 4 extended | |||||||||||||

17 | eval | ||||||||||||||

18 | REGIONAL PRIORITY MA 1.1.1.c | Count by multiples of 5 up to 100. | count | multiples of 5 to 100 | We count by five to count faster. We count money by fives. We count by fives on the clock. Why do we count by fives? | Knowledge | New Concept Lessons 70-1, 98, 99, B Maintenance: Meeting Lessons 71–135 Written Practice Lessons 71, 72 Math Center Activities 60–62, 84, 85, 98, 99, 106 Assessment: Oral Assessment 9 Written Assessment 15, 16, 21, 22 | first grade oral assessment | |||||||

19 | comprehen | 1 recall | |||||||||||||

20 | application | 2 skills | Oral Assessment 9 | ||||||||||||

21 | analysis | 3 strategic | Written Assessment 15, 16, 21, 22 | ||||||||||||

22 | synthesis | 4 extended | |||||||||||||

23 | eval | ||||||||||||||

24 | REGIONAL PRIORITY MA 1.1.1d | Count by multiples of 10 up to 100. | count | multiples of 10 to 100 | We count by tens to count objects faster. We count money by tens. | knowledge | New Concept Lessons 43, 46, 53, 66, 84, 89, 90-1, 91, 93, 116, 123, 131, 133, B Maintenance: Meeting Lessons 44–135 Written Practice Lessons 53, 54–109 Math Center Activities 32, 33, 35, 42, 43, 57, 58, 71, 72, 73, 80, 98, 99, 106, 111 Extend and Challenge CD Activities 11, 12 Assessment: Oral Assessment 8, 9 Written Assessment 10, 12 | first grade oral assessment | |||||||

25 | comprehen | 1 recall | |||||||||||||

26 | application | 2 skills | |||||||||||||

27 | analysis | 3 strategic | Oral Assessment 8, 9 | ||||||||||||

28 | synthesis | 4 extended | Written Assessment 10, 12 | ||||||||||||

29 | eval | ||||||||||||||

30 | MA 1.1.1.e | Sequence objects using ordinal numbers (first through tenth.) | sequence | ordinal numbers (first through tenth) | We put objects in order first place through tenth place. How do we put objects in order through the tenth place? Why would we order objects? How do you use ordinal numbers at school? | Knowledge | New Concept Lessons 11, 22, 65-2 Maintenance: Meeting Lessons 12–20-2 Written Practice Lessons 11, 14, 21, 22, 25-1, 31, 41, 44, 52, 61, 63, 79, 95-1 Math Center Activities 15 Assessment: Written Assessment 3, 4, 5 | first grade oral assessment | |||||||

31 | comprehen | 1 recall | |||||||||||||

32 | application | 2 skills | |||||||||||||

33 | analysis | 3 strategic | Written Assessment 3, 4, 5 | ||||||||||||

34 | synthesis | 4 extended | |||||||||||||

35 | eval | ||||||||||||||

36 | REGIONAL PRIORITY MA 1.1.1.f | Count backwards from 10-0. | count | backwards 10-0 | Counting backwards can help us learn to subtract. Why do we count backwards? How does counting backwards help us subtract? | Knowledge | New Concept Lessons 4, 34 Maintenance: Meeting Lessons 35-1–45-2 Written Practice Lessons 38, 39 Math Center Activities 24 Assessment: Written Assessment 8 | first grade oral assessment | |||||||

37 | comprehen | 1 recall | |||||||||||||

38 | application | 2 skills | |||||||||||||

39 | analysis | 3 strategic | Written Assessment 8 | ||||||||||||

40 | synthesis | 4 extended | |||||||||||||

41 | eval | ||||||||||||||

42 | REGIONAL PRIORITY MA 1.1.1.g | Connect number words to the quantities they represent 0-20. | connect | number words to quantities 0-20 | We use number words zero to twenty in sentences and in reading directions. How do we use number words zero to twenty? | Knowledge | New Concept Lessons 3, 5, 8, 63 Maintenance: Written Practice Lessons 3–9, 11–13, 63, 65-1, 66, 68, 78 Math Center Activities 51, 52 Assessment: Written Assessment 17 | first grade assessment packet | |||||||

43 | comprehen | 1 recall | |||||||||||||

44 | application | 2 skills | Written Assessment 17 | ||||||||||||

45 | analysis | 3 strategic | |||||||||||||

46 | synthesis | 4 extended | |||||||||||||

47 | eval | ||||||||||||||

48 | REGIONAL PRIORITY MA 1.1.1h | Demonstrate and identify multiple equivalent representations for numbers 1-100 (e.g. 23 is 2 tens and 3 ones; 23 is 1 ten and 13 ones; 23 is 23 ones.) | demonstrate, identify | equivalent representations for numbers 1-100 | We need to know multiple ways to represent place value. How do we use coins to represent different place value? How do we compare place value? | knowledge | New Concept Lessons 53, 66, 73–75-1, 85-1, 86, 91, 127, 131, 133 Maintenance: Meeting Lessons 54–59 Written Practice Lessons 54–59 Math Center Activities 42, 43, 57, 58, 63, 74, 75, 107, 111, 114 Extend and Challenge CD Activities 11, 12, 13, 15 | first grade assessment packet | |||||||

49 | comprehen | 1 recall | |||||||||||||

50 | application | 2 skills | |||||||||||||

51 | analysis | 3 strategic | |||||||||||||

52 | synthesis | 4 extended | |||||||||||||

53 | eval | ||||||||||||||

54 | REGIONAL PRIORITY MA 1.1.1i | Compare and order whole numbers 0-100. | compare, order | whole numbers 0-100 | We compare numbers to determine greater than/less than or size. How do we use number order every day? Why do we compare numbers? | knowledge | New Concept Lessons 2, 4, 9, 17, 20-1, 32, 64, 55-2, 85-1, 92, 108 Maintenance: Meeting Lessons 46–115-2 Written Practice Lessons 6, 8, 9, 11, 12, 17, 45–49, 51, 66, 72, 78, 87, 89, 91–94, 97–99, 102, 108, 109, 112–115-1, 117, 118, 125-1, 128, 129, 131, 133 Math Center Activities 4, 11, 13, 22, 24, 45, 77, 78, 79, 91 Assessment: Oral Assessment 2 Written Assessment 15, 20, 23, 24 | Saxon assessment 18 and first grade assessment packet. Oral Assessment 2 Written Assessment 15, 20, 23, 24 | |||||||

55 | comprehen | 1 recall | |||||||||||||

56 | application | 2 skills | |||||||||||||

57 | analysis | 3 strategic | |||||||||||||

58 | synthesis | 4 extended | |||||||||||||

59 | eval | ||||||||||||||

60 | knowledge | ||||||||||||||

61 | comprehen | 1 recall | |||||||||||||

62 | application | 2 skills | |||||||||||||

63 | analysis | 3 strategic | |||||||||||||

64 | synthesis | 4 extended | |||||||||||||

65 | eval | ||||||||||||||

66 | |||||||||||||||

67 | |||||||||||||||

68 | BLOOMS taxonomy | WEBBS Depth of Knowledge | ASSESSMENT core, common | ||||||||||||

69 | REGIONAL PRIORITY MA 1.1.2 a | Use objects, drawings, words and symbols to explain the addition as a joining action. | |||||||||||||

70 | comprehen | 1 recall | |||||||||||||

71 | application | 2 skills | Saxon asessment 4 | ||||||||||||

72 | analysis | 3 strategic | First grade assessment packet | ||||||||||||

73 | synthesis | 4 extended | |||||||||||||

74 | eval | ||||||||||||||

75 | Knowledge | ||||||||||||||

76 | comprehen | 1 recall | |||||||||||||

77 | application | 2 skills | |||||||||||||

78 | analysis | 3 strategic | |||||||||||||

79 | synthesis | 4 extended | |||||||||||||

80 | eval | ||||||||||||||

81 | Knowledge | ||||||||||||||

82 | comprehen | 1 recall | |||||||||||||

83 | application | 2 skills | |||||||||||||

84 | analysis | 3 strategic | |||||||||||||

85 | synthesis | 4 extended | |||||||||||||

86 | eval | ||||||||||||||

87 | Knowledge | ||||||||||||||

88 | comprehen | 1 recall | |||||||||||||

89 | application | 2 skills | |||||||||||||

90 | analysis | 3 strategic | |||||||||||||

91 | synthesis | 4 extended | |||||||||||||

92 | eval | ||||||||||||||

93 | knowledge | ||||||||||||||

94 | |||||||||||||||

95 | application | 2 skills | |||||||||||||

96 | analysis | 3 strategic | |||||||||||||

97 | synthesis | 4 extended | |||||||||||||

98 | eval | ||||||||||||||

99 | |||||||||||||||

100 | knowledge | ||||||||||||||

101 | comprehen | 1 recall | |||||||||||||

102 | application | 2 skills | |||||||||||||

103 | analysis | 3 strategic | |||||||||||||

104 | synthesis | 4 extended | |||||||||||||

105 | eval | ||||||||||||||

106 | knowledge | ||||||||||||||

107 | comprehen | 1 recall | |||||||||||||

108 | |||||||||||||||

109 | |||||||||||||||

110 | synthesis | 4 extended | |||||||||||||

111 | eval | ||||||||||||||

112 | knowledge | ||||||||||||||

113 | comprehen | 1 recall | |||||||||||||

114 | application | 2 skills | |||||||||||||

115 | analysis | 3 strategic | |||||||||||||

116 | synthesis | 4 extended | |||||||||||||

117 | eval | ||||||||||||||

118 | knowledge | ||||||||||||||

119 | comprehen | 1 recall | |||||||||||||

120 | application | 2 skills | |||||||||||||

121 | analysis | 3 strategic | |||||||||||||

122 | synthesis | 4 extended | |||||||||||||

123 | eval | ||||||||||||||

124 | |||||||||||||||

125 | |||||||||||||||

126 | |||||||||||||||

127 | |||||||||||||||

128 | BLOOMS taxonomy | WEBBS Depth of Knowledge | ASSESSMENT core, common | ||||||||||||

129 | MA 1.2.1a | Compare two-dimensional shapes (e.g., square, circle, rectangle, triangle.) | compare | 2-dimensional shapes | Geometry helps us understand space. | knowledge | New Concept Lessons 6, 13, 24, 26, 83, 124 Maintenance: Meeting Lessons 7–135 Written Practice Lessons 6, 7, 13, 14, 15-1, 16, 18, 22, 24, 25-1, 31, 32, 34, 37, 39, 42, 46–49, 64, 76, 84, 95-1, 99, 101, 116, 117, 123, 124, 127 Math Center Activities 16, 18, 69, 70, 104 Extend and Challenge CD Activities 3 Assessment: Written Assessment 2, 3, 7, 8, 13, 19 | Saxon assessment 4 | |||||||

130 | comprehen | 1 recall | |||||||||||||

131 | application | 2 skills | |||||||||||||

132 | analysis | 3 strategic | |||||||||||||

133 | synthesis | 4 extended | Written Assessment 2, 3, 7, 8, 13, 19 | ||||||||||||

134 | eval | ||||||||||||||

135 | REGIONAL PRIORITY MA 1.2.1b | Describe attributes of two-dimensional shapes (e.g., square, circle, rectangle, triangle.) | describe | attributes of 2-dimensional shapes | knowledge | New Concept Lessons 6, 13, 14, 24, 25-2, 26, 31, 83, 124 Maintenance: Meeting Lessons 7–135 Written Practice Lessons 13, 14, 24, 83, 84, 124, 127 Math Center Activities 7, 16, 17, 18, 21, 69, 70, 104 Extend and Challenge CD Activities 3 Assessment: Oral Assessment 10 Written Assessment 3, 25 | Oral Assessment 10 | ||||||||

136 | Written Assessment 3, 25 | ||||||||||||||

137 | application | 2 skills | |||||||||||||

138 | analysis | 3 strategic | |||||||||||||

139 | synthesis | 4 extended | |||||||||||||

140 | eval | ||||||||||||||

141 | |||||||||||||||

142 | |||||||||||||||

143 | MA 1.2.2a | Identify the position of a whole number on a horizontal number line. | identify | position of whole numbers on a horizontal number line | Numbers have order. | knowledge | New Concept Lessons 77, 80-1, 92, 115-2 Maintenance: Meeting Lessons 1–135 Written Practice Lessons 23, 25-1, 26, 27, 29, 52, 54, 55-1, 56–59, 68, 83, 99, 115-2 Math Center Activities 66, 77–79 Assessment: Oral Assessment 1 Written Assessment 4, 12, 16 | Saxon assessment 3 | |||||||

144 | comprehen | 1 recall | First grade assessment packet | ||||||||||||

145 | application | 2 skills | Oral Assessment 1 | ||||||||||||

146 | analysis | 3 strategic | Written Assessment 4, 12, 16 | ||||||||||||

147 | synthesis | 4 extended | |||||||||||||

148 | eval | ||||||||||||||

149 | MA 1.2.3 TRANSFORMATIONS: Students will identify a line of symmetry. | ||||||||||||||

150 | knowledge | Saxon assessment 10 | |||||||||||||

151 | comprehen | 1 recall | |||||||||||||

152 | application | 2 skills | |||||||||||||

153 | analysis | 3 strategic | |||||||||||||

154 | synthesis | 4 extended | |||||||||||||

155 | |||||||||||||||

156 | MA. 1.1.4 SPATIAL MODELING: Students will communicate relative positions in space and create two-dimensional shapes. | ||||||||||||||

157 | BLOOMS taxonomy | WEBBS Depth of Knowledge | ASSESSMENT core, common | ||||||||||||

158 | knowledge | Saxon assessment 14 | |||||||||||||

159 | comprehen | 1 recall | |||||||||||||

160 | application | 2 skills | |||||||||||||

161 | analysis | 3 strategic | |||||||||||||

162 | synthesis | 4 extended | |||||||||||||

163 | eval | ||||||||||||||

164 | knowledge | ||||||||||||||

165 | comprehen | 1 recall | |||||||||||||

166 | application | 2 skills | |||||||||||||

167 | analysis | 3 strategic | |||||||||||||

168 | |||||||||||||||

169 | eval | ||||||||||||||

170 | MA 1.2.5 MEASUREMENT: Students will measure using nonstandard units, time and money. | ||||||||||||||

171 | knowledge | ||||||||||||||

172 | comprehen | 1 recall | |||||||||||||

173 | application | 2 skills | |||||||||||||

174 | analysis | 3 strategic | |||||||||||||

175 | synthesis | 4 extended | |||||||||||||

176 | |||||||||||||||

177 | REGIONAL PRIORITY MA 1.2.5b | Identify time to the half hour. | identify | time to the half hour | Time creates order in our day. Why do we need to understand time? | knowledge | New Concept Lessons 48, 57, 87 Maintenance: Meeting Lessons 49–135 Written Practice Lessons 57, 58, 63, 67, 69, 73, 77, 87–89, 93, 96, 101, 107, 113, 115-1, 116, 127 Assessment: Oral Assessment 6, 12 Written Assessment 12, 14, 20 | Saxon assessment 17 | |||||||

178 | comprehen | 1 recall | First grade assessment packet | ||||||||||||

179 | application | 2 skills | Oral Assessment 6, 12 Written Assessment 12, 14, 20 | ||||||||||||

180 | analysis | 3 strategic | |||||||||||||

181 | synthesis | 4 extended | |||||||||||||

182 | eval | ||||||||||||||

183 | MA 1.2.5c | Identify morning, afternoon, and evening as parts of a day | identify | morning, afternoon, evening | knowledge | New Concept Lessons 11, 35-1, 100-1 Maintenance: Meeting Lessons 1–135 Written Practice Lessons 34, 35-1, 99, 112, 117 Math Center Activities 25 Assessment: Oral Assessment 5 Written Assessment 16, 17, 18, 19, 20, 21, 22, 23 | Saxon assessment 6 | ||||||||

184 | comprehen | 1 recall | |||||||||||||

185 | application | 2 skills | Oral Assessment 5 | ||||||||||||

186 | analysis | 3 strategic | Written Assessment 16, 17, 18, 19, 20, 21, 22, 23 | ||||||||||||

187 | synthesis | 4 extended | |||||||||||||

188 | eval | ||||||||||||||

189 | REGIONAL PRIORITY MA 1.2.5d | Select an appropriate tool for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler.) | select | appropriate measuring tool | We use tools to measure. | knowledge | New Concept Lessons 71, 104 Maintenance: Meeting Lessons 1–135 Written Practice Lessons 71–79, 81–89, 91–99, 101–109, 111–119, 120–129, 131–135 Math Center Activities 88 Assessment: Written Assessment 17, 18, 19, 20, 21 | ||||||||

190 | comprehen | 1 recall | |||||||||||||

191 | application | 2 skills | Written Assessment 17, 18, 19, 20, 21 | ||||||||||||

192 | analysis | 3 strategic | |||||||||||||

193 | synthesis | 4 extended | |||||||||||||

194 | eval | ||||||||||||||

195 | REGIONAL PRIORITY MA 1.2.5e | Measure length using inches. | measure | length in inches | knowledge | New Concept Lessons 97, 104 Maintenance: Written Practice Lessons 97–99, 100–109, 111–118, 125, 129, 134 Math Center Activities 88 Assessment: Written Assessment 21, 22 | |||||||||

196 | comprehen | 1 recall | First grade assessment packet | ||||||||||||

197 | application | 2 skills | Written Assessment 21, 22 | ||||||||||||

198 | analysis | 3 strategic | |||||||||||||

199 | synthesis | 4 extended | |||||||||||||

200 | eval | ||||||||||||||

201 | REGIONAL PRIORITY MA 1.2.5f | Compare and order objects according to length | compare, order | objects by length | knowledge | New Concept Lessons 4, 62 Maintenance: Written Practice Lessons 4, 38, 41, 44, 65 Math Center Activities 2, 50 Assessment: Oral Assessment 3 Written Assessment 9 | |||||||||

202 | comprehen | 1 recall | |||||||||||||

203 | application | 2 skills | Oral Assessment 3 | ||||||||||||

204 | analysis | 3 strategic | Written Assessment 9 | ||||||||||||

205 | synthesis | 4 extended | |||||||||||||

206 | eval | ||||||||||||||

207 | MA 1.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

208 | Grade 1 | ||||||||||||||

209 | MA 1.3.1 RELATIONSHIPS: Students will identify and describe relationships. | ||||||||||||||

210 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

211 | MA 1.3.1a | Sort or order objects by their attributes (e.g., color, shape, size, number), then identify the classifying attribute. | Sort, order, identify, classify | objects by | We sort to organize things in a systematic way. Why does sorting help us organize our thinking? | knowledge | New Concept Lessons 13, 15-2, 38, 60-1, 65-1, 72 Maintenance: Meeting Lessons 7–135 Written Practice Lessons 13, 16, 22, 25-1, 31, 42 Math Center Activities 8, 27, 28, 48, 55, 56 Extend and Challenge CD Activities 10 Assessment: Oral Assessment 3, 11 Written Assessment 2, 8, 9, 24 | Oral assessments | |||||||

212 | comprehen | 1 recall | |||||||||||||

213 | application | 2 skills | |||||||||||||

214 | analysis | 3 strategic | Oral Assessment 3, 11 | ||||||||||||

215 | synthesis | 4 extended | Written Assessment 2, 8, 9, 24 | ||||||||||||

216 | eval | ||||||||||||||

217 | MA 1.3.1b | Create multiple rules for sorting beyond color, shape and size. | oral assessments | ||||||||||||

218 | comprehen | 1 recall | |||||||||||||

219 | application | 2 skills | |||||||||||||

220 | analysis | 3 strategic | |||||||||||||

221 | synthesis | 4 extended | |||||||||||||

222 | eval | ||||||||||||||

223 | knowledge | ||||||||||||||

224 | comprehen | 1 recall | |||||||||||||

225 | application | 2 skills | |||||||||||||

226 | analysis | 3 strategic | |||||||||||||

227 | synthesis | 4 extended | |||||||||||||

228 | eval | ||||||||||||||

229 | Knowledge | ||||||||||||||

230 | comprehen | 1 recall | |||||||||||||

231 | |||||||||||||||

232 | analysis | 3 strategic | |||||||||||||

233 | synthesis | 4 extended | |||||||||||||

234 | eval | ||||||||||||||

235 | |||||||||||||||

236 | BLOOMS taxonomy | WEBBS Depth of Knowledge | ASSESSMENT core, common | ||||||||||||

237 | knowledge | ||||||||||||||

238 | comprehen | 1 recall | |||||||||||||

239 | |||||||||||||||

240 | analysis | 3 strategic | |||||||||||||

241 | synthesis | 4 extended | |||||||||||||

242 | |||||||||||||||

243 | MA 1.3.2b | Describe and model qualitative change (e.g., a student growing taller.) | describe, model | qualitative change | Knowing how to measure qualitative change helps us make sense from the abstract. How does understanding qualitative change help us understand real-life changes? | knowledge | |||||||||

244 | comprehen | 1 recall | |||||||||||||

245 | application | 2 skills | |||||||||||||

246 | analysis | 3 strategic | |||||||||||||

247 | synthesis | 4 extended | |||||||||||||

248 | eval | ||||||||||||||

249 | |||||||||||||||

250 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

251 | knowledge | ||||||||||||||

252 | comprehen | 1 recall | |||||||||||||

253 | application | 2 skills | |||||||||||||

254 | analysis | 3 strategic | |||||||||||||

255 | synthesis | 4 extended | |||||||||||||

256 | |||||||||||||||

257 | REGIONAL PRIORITY MA 1.3.3b | Use concrete, pictorial and verbal representations of the commutative property of addition. | |||||||||||||

258 | comprehen | 1 recall | Saxon assessment 18 | ||||||||||||

259 | application | 2 skills | |||||||||||||

260 | analysis | 3 strategic | |||||||||||||

261 | synthesis | 4 extended | |||||||||||||

262 | eval | ||||||||||||||

263 | MA 1.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

264 | Grade 1 | ||||||||||||||

265 | Concept | ||||||||||||||

266 | MA 1.4.1 DISPLAY AND ANALYSIS: Students will sort, classify, organize, describe, and compare data. | ||||||||||||||

267 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

268 | REGIONAL PRIORITY MA 1.4.1a | Sort and classify objects by more than one attribute. | sort, classify | objects by more than 1 attribute | Data analysis gives us information about groups. | knowledge | New Concept Lessons 72, 122 Maintenance: Written Practice Lessons 122, 123, 131 Math Center Activities 103 Extend and Challenge CD Activities 10 Assessment: Oral Assessment 11 Written Assessment 2, 8, 24 | Oral Assessment 11 | |||||||

269 | comprehen | 1 recall | Written Assessment 2, 8, 24 | ||||||||||||

270 | application | 2 skills | |||||||||||||

271 | analysis | 3 strategic | |||||||||||||

272 | synthesis | 4 extended | |||||||||||||

273 | eval | ||||||||||||||

274 | REGIONAL PRIORITY MA 1.4.1b | Organize data by using concrete objects. | organize, use | with concrete objects | Knowledge | New Concept Lessons 10-1, 19, 38, 40-1, 65-1, 82, 117, 118 Maintenance: Meeting Lessons 2–134 Written Practice Lessons 2–5, 8, 9, 11, 12, 32, 35-1, 37, 42, 45-1, 53, 58, 81–83, 85-1, 91, 94, 103, 117, 121, 122, 125-1, 128, 129 Math Center Activities 27, 28, 30, 55, 56, 68, 100 Extend and Challenge CD Activities 5 Assessment: Oral Assessment 11 Written Assessment 3, | Oral Assessment 11 Written Assessment 3, | ||||||||

275 | comprehen | 1 recall | |||||||||||||

276 | application | 2 skills | |||||||||||||

277 | analysis | 3 strategic | |||||||||||||

278 | synthesis | 4 extended | |||||||||||||

279 | eval | ||||||||||||||

280 | REGIONAL PRIORITY MA 1.4.1c | Represent data by using tally marks. | Data, tally marks | Represent, use | We show numbers using lines or tally marks. How do we use tally marks? Why do we use tally marks? | Knowledge | New Concept Lessons 70-1, 98 Maintenance: Meeting Lessons 70-2–98 Written Practice Lessons 72, 81, 83, 89, 114 Math Center Activities 60–62 Assessment: Written Assessment 15, 16, 17 | ||||||||

281 | comprehen | 1 recall | |||||||||||||

282 | application | 2 skills | |||||||||||||

283 | analysis | 3 strategic | |||||||||||||

284 | synthesis | 4 extended | |||||||||||||

285 | eval | ||||||||||||||

286 | REGIONAL PRIORITY MA 1.4.1d | Compare and interpret information from displayed data (e.g., more, less, fewer.) | compare, interpret | information from displayed data | Knowledge | New Concept Lessons 7, 19, 65-1, 82, 118 Maintenance: Meeting Lessons 3–135 Written Practice Lessons 7, 13, 17, 22, 41, 44, 82, 83, 84, 85-1, 91, 94, 117, 118, 121, 123, 125-1, 126, 127, 128, 129 Math Center Activities 55, 56, 68, 100 Assessment: Oral Assessment 11 Written Assessment 2, 6, 9, 17, 18, 24, 25 | Oral Assessment 11 | ||||||||

287 | comprehen | 1 recall | Written Assessment 2, 6, 9, 17, 18, 24, 25 | ||||||||||||

288 | application | 2 skills | |||||||||||||

289 | analysis | 3 strategic | |||||||||||||

290 | synthesis | 4 extended | |||||||||||||

291 | eval | ||||||||||||||

292 | MA 1.4.2 PREDICTIONS AND INFERENCES: Mastery not expected at this level. | ||||||||||||||

293 | MA 1.4.3 PROBABILITY: Mastery not expected at this level. |

1 | MA 2.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

2 | Grade 2 | |||||||||||||||

3 | Concept | |||||||||||||||

4 | MA 2.1.1 NUMBER SYSTEM: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system. | |||||||||||||||

5 | INDICATORS | SKILLS- Students will do | CONCEPTS Students will know- nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math 2 © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade 2 | ASSESSMENT core, common | ||||||||

6 | REGIONAL PRIORITY MA 2.1.1 a | Count, read and write numbers 0-1000 (e.g., count numbers from 400-500; write numbers from 400-500.) | Read, write, count | Numbers 0-1000 | Why is it important to know how to count? Why is it important to know how to write numbers? | knowledge | New Concept Lessons 1, 2, 4, 36 Maintenance: Meeting Lessons 4, 5, 6, 8, 9, 10-1, 10-2, 11, 12, 13, 14, 15-1, 15-2, 16, 17, 18, 19, 20-1, 20-2, 21, 22, 23, 24, 25-1, 25-2, 26, 27, 28, 29, 30-1, 30-2, 31, 32, 33, 34, 35-1, 35-2, 36, 37, 38, 39, 40-1, 40-2 Written Practice Lessons 2, 3, 4, 5, 8, 9, 11, 12, 13, 16, 21, 36, 37, 39, 44, 55-1, 74, 78 Math Center Activities 1, 27 Assessment: Written Assessment 1, 2, 9 | |||||||||

7 | comprehen | 1 recall | ||||||||||||||

8 | application | 2 skills | ||||||||||||||

9 | analysis | 3 strategic | ||||||||||||||

10 | synthesis | 4 extended | ||||||||||||||

11 | eval | |||||||||||||||

12 | REGIONAL PRIORITYMA 2.1.1 b | Count by multiples of 2 up to 100. | Count | by 2's to 100 | Why is it helpful to count by 2? | Knowledge | Meeting Lessons 14, 15-1, 15-2, 16, 17, 18, 19, 20-1, 20-2, 21, 22, 23, 24, 25-2, 26, 27, 28, 29, 30-1, 30-2, 31, 32, 33, 35-1, 35-2, 37, 38, 39, 40-1, 42, 43, 44 Written Practice Lesson 46 Math Center Activities 2 | |||||||||

13 | comprehen | 1 recall | ||||||||||||||

14 | application | 2 skills | ||||||||||||||

15 | analysis | 3 strategic | ||||||||||||||

16 | synthesis | 4 extended | ||||||||||||||

17 | eval | |||||||||||||||

18 | MA 2.1.1.c | Count backwards from 20-0. | Count | Backwards 20-0 | Why do we learn to count backwards? | Knowledge | Meeting Lessons 15-1, 15-2, 16, 17, 18, 19, 20-1, 20-2, 21, 22, 23, 24, 25-2, 28, 29, 30-1, 30-2, 31, 32, 33, 35-1, 35-2, 39, 40-1 | |||||||||

19 | comprehen | 1 recall | ||||||||||||||

20 | application | 2 skills | ||||||||||||||

21 | analysis | 3 strategic | ||||||||||||||

22 | synthesis | 4 extended | ||||||||||||||

23 | eval | |||||||||||||||

24 | REGIONAL PRIORITY MA 2.1.1d | Connect number words to the quantities they represent 0-100. | Connect | number words to symbols | Why do we learn both number words and numerals? | knowledge | Written Practice Lessons 84, 88, 91, 103, 135 Assessment: Written Assessment 3, 20 | Demonstrate | ||||||||

25 | comprehen | 1 recall | ||||||||||||||

26 | application | 2 skills | ||||||||||||||

27 | analysis | 3 strategic | ||||||||||||||

28 | synthesis | 4 extended | ||||||||||||||

29 | eval | |||||||||||||||

30 | REGIONAL PRIORITY MA 2.1.1.e | Demonstrate multiple equivalent representations for numbers 1-1000 (e.g., 423 is 4 hundreds, 2 tens and 3 ones; 423 is 3 hundreds, 12 tens and 3 ones.) | Demonstrate | Multiple equivalent representations for numbers 1-1000 | Why is it important to know the difference between the onew, tens and hundreds places? | Knowledge | New Concept Lessons 38, 42, 74, 76, 77, 84 Maintenance: Written Practice Lessons 76, 77, 78, 79, 81, 82, 84, 85-1, 86, 88, 89, 93, 95-1, 97, 103 Math Center Activities 30, 72, 73 Extend & Challenge CD 7 Activities Assessment: Written Assessment 17, 18, 20 | Use equivalent representation as | ||||||||

31 | comprehen | 1 recall | vocabulary for expanded form | |||||||||||||

32 | application | 2 skills | ||||||||||||||

33 | analysis | 3 strategic | ||||||||||||||

34 | synthesis | 4 extended | ||||||||||||||

35 | eval | |||||||||||||||

36 | MA 2.1.1.f | Compare and order numbers 0-1,000. | Compare, order | Numbers 0-1000 | When would it be important to put numbers in the right order? When would we compare numbers? | Knowledge | New Concept Lessons 8, 49, 77, 81, 87 Maintenance: Written Practice Lessons 49, 51, 52, 57, 59, 61, 63, 68, 76, 79, 81, 82, 83, 85-1, 86, 89, 91, 92, 94, 96, 102, 104, 111, 112 Math Center Activities 39, 40, 60, 68, 69 Assessment: Written Assessment 11, 13, 16, 18, 20 | |||||||||

37 | comprehen | 1 recall | ||||||||||||||

38 | application | 2 skills | ||||||||||||||

39 | analysis | 3 strategic | ||||||||||||||

40 | synthesis | 4 extended | ||||||||||||||

41 | eval | |||||||||||||||

42 | MA 2.1.1.g | Demonstrate relative position of whole numbers 0-10,000 (e.g., 624 is between 600 and 700; 593 is greater than 539.) | Demonstrate | Position of numbers 0-10,000 | How many ways can we count from 0-1000? | Knowledge | New Concept Lesson 94 Maintenance: Written Practice Lessons 58, 79, 81, 84, 89, 94, 95-1, 99, 102, 105-1 | |||||||||

43 | comprehen | 1 recall | ||||||||||||||

44 | application | 2 skills | ||||||||||||||

45 | analysis | 3 strategic | ||||||||||||||

46 | synthesis | 4 extended | ||||||||||||||

47 | eval | |||||||||||||||

48 | MA 2.1.1h | Use visual modes to represent fractions of one-half as part of a whole. | Use | Pictures of equivalent fractions showing 1/2 of whole | When would you need to know the fraction one half? | knowledge | New Concept Lessons 19, 23, 24, 34, 39, 41 Maintenance: Written Practice Lessons 9, 12, 16, 18, 19, 21, 22, 23, 24, 25-1, 27, 29, 33, 34, 37, 41, 42, 43, 44, 52, 55-1, 58, 59, 74 Math Center Activities 46 Assessment: Written Assessment 3, 5, 6, 8, 11, 13 | 1/2, 1/3, 1/4 1/6 | ||||||||

49 | comprehen | 1 recall | Visual | |||||||||||||

50 | application | 2 skills | ||||||||||||||

51 | analysis | 3 strategic | ||||||||||||||

52 | synthesis | 4 extended | ||||||||||||||

53 | eval | |||||||||||||||

54 | Concept | |||||||||||||||

55 | MA 2.1.2 OPERATIONS: Students will demonstrate the meaning of addition and subtraction with whole numbers. | |||||||||||||||

56 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

57 | REGIONAL PRIORITY MA 2.1.2 a | Use objects, drawings, words and symbols to explain the relationship between addition and subtraction (e.g., if 2+3=5 then 5-3=2.). | Objects, words, symbols, drawings to add and subtract | Use, explain | How do numbers relate to each other in addition and subtraction? | knowledge | Written Practice Lessons 22, 29, 31, 32, 34, 38, 43, 54 | |||||||||

58 | comprehen | 1 recall | ||||||||||||||

59 | application | 2 skills | ||||||||||||||

60 | analysis | 3 strategic | ||||||||||||||

61 | synthesis | 4 extended | ||||||||||||||

62 | eval | |||||||||||||||

63 | MA 2.1.2b | Use objects, drawings, words and symbols to explain the use of subtraction to find a missing addend (e.g., if 3+__=7, then 7-3=__.) | Objects, drawings, word, symbols for subtraction to find a missing addend | Use, explain, find | Why would we subtract to find a missing number? | Knowledge | New Concept Lesson 22 Maintenance: Written Practice Lessons 23, 26, 28, 31, 33, 37 | |||||||||

64 | comprehen | 1 recall | ||||||||||||||

65 | application | 2 skills | ||||||||||||||

66 | analysis | 3 strategic | ||||||||||||||

67 | synthesis | 4 extended | ||||||||||||||

68 | eval | |||||||||||||||

69 | MA 2.1.3 COMPUTATION: Students will compute fluently and accurately using appropriate strategies and tools. | |||||||||||||||

70 | REGIONAL PRIORITYMA 2.1.3a | Fluently add whole number facts with sums to 20. | numbers with sums up to 20 | Add | How do we add numbers with sums up to 20? | knowledge | New Concept Lessons 5, 10-1, 15-1, 20-1, 25-1, 29, 30-1, 35-2, 40-1, 44, 45-1, 50-1, 53, 55-1, 58, 61, 62, 63, 64, 68, 73, 79 Maintenance: Written Practice Lessons 7, 9, 12, 14, 16, 25-1, 26, 36, 37, 41, 44, 45-1, 46, 48, 49, 53, 54, 55-1, 56, 58, 59, 61, 63, 64, 65-1, 66, 67, 68, 71, 72, 73, 74, 75-1, 76, 77, 78, 79, 81, 82, 83, 84, 85-1, 86, 87, 88, 89, 92, 94, 95-1, 96, 98, 99, 102, 104, 105-1, 106, 107, 108, 111, 112, 123, 132 Fact Practice Lessons 6, 7, 8, 9, 11, 12, 13, 14, 16, 17, 18, 19, 21, 22, 23, 24, 26, 27, 28, 29, 31, 32, 33, 34, 36, 37, 39, 42, 43, 44, 46, 47, 48, 49, 51, 52, 53, 54, 56, 57, 58, 59, 61, 62, 63 Math Center Activities 28, 32, 36, 37, 50, 51, 55, 59 Assessment: Written Assessment 1, 2, 3, 5, 6, 8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 22, 23 | |||||||||

71 | comprehen | 1 recall | ||||||||||||||

72 | application | 2 skills | ||||||||||||||

73 | analysis | 3 strategic | ||||||||||||||

74 | synthesis | 4 extended | ||||||||||||||

75 | eval | |||||||||||||||

76 | REGIONAL PRIORITYMA 2.1.3b | Fluently subtract whole number facts with differences from 20. | whole number facts with differences from 20 | Subtract | How do I subtract numbers with differences from 20? | knowledge | New Concept Lessons 60-1, 65-1, 71, 75-1, 80-1, 85-1, 87, 88, 89, 90-1, 91, 95-1, 100-1, 105-1 Maintenance: Written Practice Lessons 71, 72, 73, 74, 77, 79, 82, 85-1, 91, 92, 93, 94, 95-1, 96, 97, 98, 99, 101, 102, 103, 104, 105-1, 106, 107, 108, 109, 111, 112, 123, 132 Fact Practice Lessons 66, 67, 68, 69, 70-1, 71, 72, 73, 74, 75-1, 75-2, 77, 78, 79, 81, 83, 86, 87, 88, 89, 91, 92, 93, 94, 96, 97, 98, 99, 101, 102, 103, 106, 107, 108, 109 Math Center Activities 47, 52, 57, 61, 67, 74, 76, 77, 78, 81, 86, 90 Assessment: Written Assessment 15, 17, 19, 20, 21, 22, 23, 24 | |||||||||

77 | comprehen | 1 recall | ||||||||||||||

78 | application | 2 skills | ||||||||||||||

79 | analysis | 3 strategic | ||||||||||||||

80 | synthesis | 4 extended | ||||||||||||||

81 | eval | |||||||||||||||

82 | MA 2.1.3c | Add and subtract three-digit whole numbers with regrouping. | 3-digit whole numbers regrouping | Add, subtract | How does regrouping help you add and subtract three-digit whole numbers? When do we need to use reqrouping? What steps do we follow to add and subtract 3-digit numbers when I need to regroup? | knowledge | New Concept Lessons 109, 119 Maintenance: Written Practice Lessons 109, 112, 113, 114, 115-1, 116, 118, 119, 121, 122, 123, 124, 125-1, 126, 127, 128, 131, 132, 134, 135 Assessment: Written Assessment 23, 24, 25, 26 | |||||||||

83 | comprehen | 1 recall | ||||||||||||||

84 | application | 2 skills | ||||||||||||||

85 | analysis | 3 strategic | ||||||||||||||

86 | synthesis | 4 extended | ||||||||||||||

87 | eval | |||||||||||||||

88 | MA 2.1.3d | Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil.) | variety of methods and tools, sums and differences | Use, compute | Why is having a variety of methods and tools helpful in adding and subtracting? | knowledge | New Concept Lessons 8, 11, 22, 34, 66, 71 Problem Solving Strategies: Lessons 10-1, 20-1, 30-1, 40-1, 50-1, 60-1, 70-1, 80-1, 90-1, 100-1, 110-1, 130-1 Maintenance: Meeting Lessons 9, 23 Written Practice Lessons 14, 16, 18, 21, 23, 24, 25-1, 26, 27, 28, 32, 35-1, 66, 67, 68, 71, 73, 77, 85-1, 89, 101 Math Center Activities 36, 58 Assessment: Written Assessment 14, 16, 20, 21, 22, 23 | |||||||||

89 | comprehen | 1 recall | ||||||||||||||

90 | application | 2 skills | ||||||||||||||

91 | analysis | 3 strategic | ||||||||||||||

92 | synthesis | 4 extended | ||||||||||||||

93 | eval | |||||||||||||||

94 | MA 2.1.4 ESTIMATION: Students will estimate and check reasonableness of answers using appropriate strategies and tools. | |||||||||||||||

95 | MA 2.1.4a | Estimate the results of two digit number sums and differences and check the reasonableness of such results. | Reasonableness of two-digit sums and differences | Estimate, check | Why is it important to be able to estimate sums and differencs? How do we recognize reasonableness? | knowledge | New Concept Lessons 98, 109 Problem Solving Strategies: Lesson 90-1 Maintenance: Written Practice Lessons 98, 101, 109, 114, 125-1, 127, 133 Math Center Activities 85 Assessment: Written Assessment 26 | |||||||||

96 | comprehen | 1 recall | ||||||||||||||

97 | application | 2 skills | ||||||||||||||

98 | analysis | 3 strategic | ||||||||||||||

99 | synthesis | 4 extended | ||||||||||||||

100 | eval | |||||||||||||||

101 | MA 2.1.4b | Estimate the number of objects in a group. | Number of objects in a group | Estimate | Why is estimation important? How do we estimate the number of objects in a group? How can estimation be useful? | knowledge | New Concept Lesson 95-2 Maintenance: Math Center Activities 82 | |||||||||

102 | comprehen | 1 recall | ||||||||||||||

103 | application | 2 skills | ||||||||||||||

104 | analysis | 3 strategic | ||||||||||||||

105 | synthesis | 4 extended | ||||||||||||||

106 | eval | |||||||||||||||

107 | Grade 2 | MA 2.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines | ||||||||||||||

108 | ||||||||||||||||

109 | MA 2.2.1 CHARACTERISTICS: Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects. | |||||||||||||||

110 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

111 | REGIONAL PRIORITYMA 2.2.1a | Describe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram.).) | Two-dimentional shapes | Describe | Two-demtional shapes can be described by their attributes. How is desribing the attributes of two-dimentional shapes helpful? | knowledge | New Concept Lessons 18, 19, 21, 24, 25-2, 30-2, 57, 70-2, 80-2, 104 Maintenance: Written Practice Lessons 19, 21, 22, 57 Math Center Activities 45, 88, 101 Assessment: Written Assessment 2, 4, 24 | |||||||||

112 | comprehen | 1 recall | ||||||||||||||

113 | application | 2 skills | ||||||||||||||

114 | analysis | 3 strategic | ||||||||||||||

115 | synthesis | 4 extended | ||||||||||||||

116 | eval | |||||||||||||||

117 | MA 2.2.1b | Determine if two shapes are congruent. | Determine | Congruent | How do we determine if two shapes are congruent? | knowledge | Written Practice Lessons 62, 64, 69, 72, 75-1 Math Center Activities 45, 48, 49, 53 Assessment: Written Assessment 14 | |||||||||

118 | comprehen | 1 recall | ||||||||||||||

119 | application | 2 skills | ||||||||||||||

120 | analysis | 3 strategic | ||||||||||||||

121 | synthesis | 4 extended | ||||||||||||||

122 | eval | |||||||||||||||

123 | MA 2.2.1c | Compare two-dimensional shapes (e.g., trapezoid, parallelogram.) | Two-dimentional shapes | Compare | How do we compare two-dimentional shapes? Why do we compare two-dimentional shapes? | knowledge | New Concept Lessons 9, 18, 21, 25-2, 30-2 | |||||||||

124 | comprehen | 1 recall | ||||||||||||||

125 | application | 2 skills | ||||||||||||||

126 | analysis | 3 strategic | ||||||||||||||

127 | synthesis | 4 extended | ||||||||||||||

128 | eval | |||||||||||||||

129 | REGIONAL PRIORITYMA 2.2.1d | Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres.) | Solid shapes | Identify | How are solid shapes identified? What are the attributes of solid shapes? Where do we find solid shapes in the environment? | knowledge | New Concept Lesson 101 Maintenance: Written Practice Lessons 101, 103, 108, 118 Math Center Activities 88 Assessment: Written Assessment 21 | Triangular Prism needs to be introduced: not part of Saxon Curriculum! | ||||||||

130 | comprehen | 1 recall | ||||||||||||||

131 | application | 2 skills | ||||||||||||||

132 | analysis | 3 strategic | ||||||||||||||

133 | synthesis | 4 extended | ||||||||||||||

134 | eval | |||||||||||||||

135 | ||||||||||||||||

136 | MA 2.2.2 COORDINATE GEOMETRY: Students will describe direction on a positive number line. | |||||||||||||||

137 | REGIONAL PRIORITYMA 2.2.2a | Identify numbers using location on a vertical number line. | Numbers on a vertical number line | Identify (using location) | How do we use a vertical number line to identify number location? | knowledge | New Concept Lesson 56 Maintenance: Written Practice Lessons 56, 57, 62, 75-1 Assessment: Written Assessment 12 | |||||||||

138 | comprehen | 1 recall | ||||||||||||||

139 | application | 2 skills | ||||||||||||||

140 | analysis | 3 strategic | ||||||||||||||

141 | synthesis | 4 extended | ||||||||||||||

142 | eval | |||||||||||||||

143 | MA 2.2.2b | Compare whole numbers using location on a horizontal number line. | Numbers on a horizontal number line | Compare whole numbers | How do we compare numbers using a horizontal number line? | knowledge | No match to saxon | |||||||||

144 | comprehen | 1 recall | ||||||||||||||

145 | application | 2 skills | ||||||||||||||

146 | analysis | 3 strategic | ||||||||||||||

147 | synthesis | 4 extended | ||||||||||||||

148 | eval | |||||||||||||||

149 | REGIONAL PRIORITYMA 2.2.2c | Identify the direction moved for adding and subtracting using a horizontal number line. | Direction for addition and subtraction using a horizontal number line | Identify | How does direction impact addition and subtraction when using a number line? | knowledge | no match to Saxon | |||||||||

150 | comprehen | 1 recall | ||||||||||||||

151 | application | 2 skills | ||||||||||||||

152 | analysis | 3 strategic | ||||||||||||||

153 | synthesis | 4 extended | ||||||||||||||

154 | eval | |||||||||||||||

155 | MA 2.2.3 TRANSFORMATIONS: Students will identify a line of symmetry. | |||||||||||||||

156 | REGIONAL PRIORITYMA 2.2.3a | Identify lines of symmetry in two-dimensional shapes. | Lines of symmetry in two-dimentional shapes | Identify | We divide shapes into equal parts. How can we divide shapes equally? How do we find the line of symmetry in two-dimentional shapes? Why would we want to divide shapes equally? | knowledge | New Concept Lesson 52 Maintenance: Written Practice Lessons 52, 53, 87, 93, 106 Math Center Activities 43, 44 Extend & Challenge CD 5 Activities Assessment: Written Assessment 12 | |||||||||

157 | comprehen | 1 recall | ||||||||||||||

158 | application | 2 skills | ||||||||||||||

159 | analysis | 3 strategic | ||||||||||||||

160 | synthesis | 4 extended | ||||||||||||||

161 | eval | |||||||||||||||

162 | REGIONAL PRIORITYMA 2.2.3b | Draw a line of symmetry in two-dimensional shapes. | Lines of symmetry in two-dimentional shapes | Draw | How do we draw a line of symmetry? Why do we draw a line of symmetry? | knowledge | New Concept Lesson 60.2 Maintenance: Written Practice Lessons 63, 64 | |||||||||

163 | comprehen | 1 recall | ||||||||||||||

164 | application | 2 skills | ||||||||||||||

165 | analysis | 3 strategic | ||||||||||||||

166 | synthesis | 4 extended | ||||||||||||||

167 | eval | |||||||||||||||

168 | MA. 2.2.4 SPATIAL MODELING: Students will create two-dimensional shapes. | |||||||||||||||

169 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

170 | REGIONAL PRIORITYMA 2.2.4.a | Sketch two-dimensional shapes (e.g. trapezoid, parallelogram.) | Two-dimentional shapes | Sketch, draw | How do you draw two-dimentional shapes? How does knowing attributes of two-dimentional shapes help me sketch them? | knowledge | New Concept Lessons 26.2, 70.2, 108 Maintenance: Written Practice Lesson 6 | |||||||||

171 | comprehen | 1 recall | ||||||||||||||

172 | application | 2 skills | ||||||||||||||

173 | analysis | 3 strategic | ||||||||||||||

174 | synthesis | 4 extended | ||||||||||||||

175 | eval | |||||||||||||||

176 | MA 2.2.5 MEASUREMENT: Students will measure using nonstandard units, time and money. | |||||||||||||||

177 | REGIONAL PRIORITYMA 2.2.5a | Count mixed coins to $1.00. | Mixed coins to $1.00 | Count | Why do we need to be able to count mixed coins to a dollar? How do we count mixed coins to a dollar? | knowledge | New Concept Lessons 28, 42, 46, 51, 53, 61, 62, 63, 93, 107, 127 Maintenance: Meeting Lessons 29, 30-1, 30-2, 31, 32, 33, 34, 35-1, 35-2, 36, 37, 38, 39, 40-1, 40-2, 41–45-2, 46–50-2, 56–60-2, 61–65-2, 66–70-2, 71–75-2, 76–80-2, 81–85-2, 86–90-2, 91–95-2, 96–100-2, 101–105-2, 106–110-2, 111–115-2, 116–120-2, 121–125-2, 126–130-2 Written Practice Lessons 28, 29, 31, 32, 35-1, 38, 39, 41, 42, 43, 44, 46, 47, 49, 51, 52, 53, 54, 59, 61, 62, 69, 71, 72, 74, 75-1, 85-1, 86, 87, 88, 93, 96, 98, 99, 103, 107, 108, 111, 112, 115-1, 116, 122 Math Center Activities 34, 35, 38, 41, 42, 50, 55, 92, 93, 109 Extend & Challenge CD 6, 8 Activities Assessment: Written Assessment 6, 7, 8, 9, 11, 12, 14, 18, 20, 22, 23 | |||||||||

178 | comprehen | 1 recall | ||||||||||||||

179 | application | 2 skills | ||||||||||||||

180 | analysis | 3 strategic | ||||||||||||||

181 | synthesis | 4 extended | ||||||||||||||

182 | eval | |||||||||||||||

183 | REGIONAL PRIORITYMA 2.2.5b | Identify time to 5 minute intervals. | 5 minute time intervals | Identify | Why do we need to be able to tell time to 5 minute intervals? How do I tell time to the five minute interval? | knowledge | New Concept Lessons 3, 12, 26, 78, 106, 123 Maintenance: Meeting Lessons 4, 5, 6, 7, 8, 9, 10-1, 10-2, 11–15-2, 16–20-2, 21–25-2, 26–30-2, 31–35-2, 36–40-2, 41–45-2, 46–50-2, 51–55-2, 56–60-2, 61–65-2, 66–70-2, 71–75-2, 76–80-2, 81–85-2, 86–90-2, 91–95-2, 96–100-2, 101–105-2, 106–110-2, 111–115-2, 116–120-2, 121–125-2, 126–130-2 Written Practice Lessons 3, 6, 7, 8, 12, 13, 15-1, 17, 18, 23, 24, 26, 27, 28, 31, 34, 49, 51, 55-1, 67, 69, 76, 78, 79, 83, 84, 87, 95-1, 97, 105-1, 123, 125-1, 127, 129, 131, 132 Math Center Activities 66, 105 Assessment: Written Assessment 1, 4, 7, 16, 17, 18, 19, 26 | |||||||||

184 | comprehen | 1 recall | ||||||||||||||

185 | application | 2 skills | ||||||||||||||

186 | analysis | 3 strategic | ||||||||||||||

187 | synthesis | 4 extended | ||||||||||||||

188 | eval | |||||||||||||||

189 | REGIONAL PRIORITYMA 2.2.5c | Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler.) | Appropriate tools (clock, calendar, thermometer, scale, rule | Identify, use, measure | We use tools to measure. How do we know which tool to chose to measure different attributes? | knowledge | New Concept Lessons 3, 16, 27, 35-2, 40-2, 43, 45-2, 50-2, 69, 75-2, 102, 110-2, 131 Maintenance: Meeting Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9, 10-1, 10-2, 11–15-2, 16–20-2, 21–25-2, 26–30-2, 41–45-2, 46–50-2 Written Practice Lessons 4, 5, 6, 7, 8, 9, 12, 13, 27, 28, 29, 32, 36, 44, 45-1, 56, 69, 71, 73, 76, 78, 81, 84, 94, 97, 104, 114 Math Center Activities 13, 29, 33, 56, 62, 94 Assessment: Written Assessment 4, 5, 10, 11, 15, 16 | |||||||||

190 | comprehen | 1 recall | ||||||||||||||

191 | application | 2 skills | ||||||||||||||

192 | analysis | 3 strategic | ||||||||||||||

193 | synthesis | 4 extended | ||||||||||||||

194 | eval | |||||||||||||||

195 | REGIONAL PRIORITYMA 2.2.5d | Measure length using feet and yards. | Length in feet and yards | Measure | How do we use feet and yards to measure length? How are feet and yards related? How do we know when to use feet or yards? | knowledge | New Concept Lessons 55-2, 99 Maintenance: Written Practice Lessons 64, 99 | |||||||||

196 | comprehen | 1 recall | ||||||||||||||

197 | application | 2 skills | ||||||||||||||

198 | analysis | 3 strategic | ||||||||||||||

199 | synthesis | 4 extended | ||||||||||||||

200 | eval | |||||||||||||||

201 | MA 2.2.5e | Compare and order objects using inches, feet and yards. | Objects | compare, order | How do I compare and order objects using inches, feet, and yards? | knowledge | New Concept Lessons 40-2, 43 Maintenance: Written Practice Lessons 75-1, 103 Assessment: Written Assessment 10 | |||||||||

202 | comprehen | 1 recall | Ordering measurements is not a part of Saxon Curriculumn, it will need to be added to our instruction! | |||||||||||||

203 | application | 2 skills | ||||||||||||||

204 | analysis | 3 strategic | ||||||||||||||

205 | synthesis | 4 extended | ||||||||||||||

206 | eval | |||||||||||||||

207 | MA 2.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||

208 | Grade 2 | |||||||||||||||

209 | MA 2.3.1 RELATIONSHIPS: Students will identify, describe and extend relationships. | |||||||||||||||

210 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

211 | REGIONAL PRIORITY MA 2.3.1a | Create and describe patterns using concrete and pictorial representations. | Patterns using concrete and pictorial representations | Create and describe | Algebra teaches systems to solve the unknown. How do we create and describe patterns using concrete and pictorial representations? | knowledge | New Concept Lessons 7, 15-2, 20-2 Problem Solving Strategies: Lessons 30-1, 100-1, 120-1 Maintenance: Meeting Lessons 8, 9, 10-1, 10-2, 11–15-2, 16–20-2, 21–25-2, 26–30-2, 31–35-2, 36–40-2, 41–45-2, 46–50-2, 51–55-2, 56–60-2, 61–65-2, 66–70-2, 71–75-2, 76–80-2, 81–85-2, 86–90-2, 91–95-2, 96–100-2, 101–105-2, 106–110-2, 111–115-2, 116–120-2, 121–125-2, 126–130-2, 131–135 Written Practice Lessons 8, 11, 14, 22, 27, 29, 47, 49, 52, 57, 66, 87, 102, 104, 106, 115-1, 119, 132, 134 Math Center Activities 4, 6, 7, 8, 11, 12 Extend & Challenge CD 2, 3, 10, 11 Activities Assessment: Written Assessment 1, 3, 10, 24 | |||||||||

212 | comprehen | 1 recall | ||||||||||||||

213 | application | 2 skills | ||||||||||||||

214 | analysis | 3 strategic | ||||||||||||||

215 | synthesis | 4 extended | ||||||||||||||

216 | eval | |||||||||||||||

217 | MA 2.3.2 MODELING IN CONTEXT: Students will use objects, pictures and symbols as models to represent mathematical situations. | |||||||||||||||

218 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

219 | REGIONAL PRIORITYMA 2.3.2a | Model situations that involve the addition and subtraction of whole numbers 0-100 using objects and number lines. | Situations that involve the addition and subtraction of whole numbers 0-100 using objects and number lines | Model, use | How does modeling addittion and subtraction using objects and a number line help us? | knowledge | New Concept Lessons 92, 96, 97, 116 Problem Solving Strategies: Lesson 20-1 Maintenance: Written Practice Lessons 22, 23, 24, 25-1, 26, 27, 28, 29, 31, 32, 33, 36, 37, 38, 39, 41, 42, 45-1, 47, 51, 63, 86, 92, 96, 97, 98, 101, 104, 105-1, 106, 108, 109, 115-1, 116, 117, 118, 121 Fact Practice Lesson 38 Math Center Activities 63, 64, 65 Assessment: Written Assessment 5, 6, 7, 8, 9, 12, 21 | |||||||||

220 | comprehen | 1 recall | ||||||||||||||

221 | application | 2 skills | ||||||||||||||

222 | analysis | 3 strategic | ||||||||||||||

223 | synthesis | 4 extended | ||||||||||||||

224 | eval | |||||||||||||||

225 | MA 2.3.2b | Describe and model quantitative change involving addition (e.g., a student grew 2 inches.) | Quantitative change | Describe and model | How do we describe and model quantitative change? | knowledge | New Concept Lessons 8, 22 Maintenance: Written Practice Lessons 22, 25-1, 27, 29, 36, 38, 39, 41 Assessment: Written Assessment 5, 6, 8, 18 | |||||||||

226 | comprehen | 1 recall | ||||||||||||||

227 | application | 2 skills | ||||||||||||||

228 | analysis | 3 strategic | ||||||||||||||

229 | synthesis | 4 extended | ||||||||||||||

230 | eval | |||||||||||||||

231 | MA 2.3.3 PROCEDURES: Students will use concrete, verbal and visual representations to solve number sentences. | |||||||||||||||

232 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

233 | REGIONAL PRIORITYMA 2.3.3a | Use symbolic representations of the commutative property of addition (e.g., 2+3= __+2.) | Commutative property of addition, symbolic representations | Use | How does the commutative property help us solve problems? | knowledge | New Concept Lessons 10-1, 15-1, 20-1 | |||||||||

234 | comprehen | 1 recall | ||||||||||||||

235 | application | 2 skills | ||||||||||||||

236 | analysis | 3 strategic | ||||||||||||||

237 | synthesis | 4 extended | ||||||||||||||

238 | eval | |||||||||||||||

239 | MA 2.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||

240 | Grade 2 | |||||||||||||||

241 | Concept | |||||||||||||||

242 | MA 2.4.1 DISPLAY AND ANALYSIS: Students will organize, display, compare and interpret data. | |||||||||||||||

243 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

244 | REGIONAL PRIORITY MA 2.4.1a | Represent data using pictographs | Data, pictographs | Represent | Analyze and represent information about large groups. How do we use a pictograph to represent data? | knowledge | New Concept Lessons 17, 39, 82 Maintenance: Written Practice Lessons 39, 82, 83, 94, 95-1, 124 Math Center Activities 70 Assessment: Written Assessment 18 | |||||||||

245 | comprehen | 1 recall | ||||||||||||||

246 | application | 2 skills | ||||||||||||||

247 | analysis | 3 strategic | ||||||||||||||

248 | synthesis | 4 extended | ||||||||||||||

249 | eval | |||||||||||||||

250 | REGIONAL PRIORITYMA 2.4.1b | Interpret data using pictographs (e.g., 7 more; 2 less; 12 all together.) | Data, pictographs | Interpret | How do we interpret a pictograph? | Knowledge | New Concept Lessons 39, 82, 105-2 Maintenance: Meeting Lesson 18 Written Practice Lessons 17, 18, 19, 21, 25-1, 26, 39, 42, 82, 83, 88, 91, 101, 112 Math Center Activities 70 Assessment: Written Assessment 19 | |||||||||

251 | comprehen | 1 recall | ||||||||||||||

252 | application | 2 skills | ||||||||||||||

253 | analysis | 3 strategic | ||||||||||||||

254 | synthesis | 4 extended | ||||||||||||||

255 | eval | |||||||||||||||

256 | MA 2.4.2 PREDICTIONS AND INFERENCES: Mastery not expected at this level. | |||||||||||||||

257 | MA 2.4.3 PROBABILITY: Mastery not expected at this level. |

1 | MA 3.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

2 | Grade 3 | Standards are tested at all DOK levels. The one listed is where the majority of the items are. | ||||||||||||||

3 | Concept | |||||||||||||||

4 | MA 3.1.1 NUMBER SYSTEM: Students will represent and show relationships among positive rational numbers within the base-ten number system. | |||||||||||||||

5 | INDICATORS | Skills Students will do | Concepts-students will know | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math 3 © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade 3 | CURRICULUM ALIGNMENT: Saxon Math Intermediate 3 © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade 3 | ASSESSMENT core, common | |||||||

6 | REGIONAL PRIORITY MA 3.1.1 a | Read and write numbers to one-hundred thousand (e.g., 4,623 is the same as four thousand six hundred twenty three.)) | Read and Write | Numbers to 100,000 | How many ways can we show the same number? Why do we need different ways to show the same number? | knowledge | New Concept Lessons 27, 68, 103, 106 Maintenance: Written Practice Lessons 27, 28, 34, 39, 68, 69, 71, 73, 78, 79, 103, 105-1, 106, 107, 109, 112 Assessment: Written Assessment 7, 14, 22, 23 Math Center Activities 20, 66 | New Concept Lessons 2, 12 Maintenance: Written Practice Lessons 2, 12, 13, 14, 15, 16, 17, 18, 20, 21, 23, 24, 25, 26, 28, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 42, 43, 44, 45, 46, 47, 49, 51, 52, 61, 69, 71, 74, 76, 77, 78, 80, 82, 86, 88, 90, 93 Problem Solving Lesson 41 Assessment: Tests 3, 6, 7, 8, 9, 12, 13, 15, 16, 18 | ||||||||

7 | comprehen | 1 recall | ||||||||||||||

8 | application | 2 skills | ||||||||||||||

9 | analysis | 3 strategic | ||||||||||||||

10 | synthesis | 4 extended | ||||||||||||||

11 | eval | |||||||||||||||

12 | REGIONAL PRIORITY MA 3.1.1 b | Count by multiples of 5 to 200. | Count | By 5's to 200 | How many ways can we show the same number? Why do we need different ways to show the same number? | Knowledge | Meeting Lessons 8, 9, 10-1, 10-2, 11, 12, 13, 14, 15-1, 15-2, 16, 18, 20-1, 20-2, 21, 22, 23, 24, 26, 28, 33 | Students are encouraged to count by multiples of 3, 4, 5, 6, 7, 8, and 9 frequently in Written Practice. See examples in Lessons 5, 6, 7, 8, 10. Instruction: New Concept Lessons 2, 3 Maintenance: Written Practice Lessons 2, 3, 5 Problem Solving Lesson 3 | ||||||||

13 | comprehen | 1 recall | ||||||||||||||

14 | application | 2 skills | ||||||||||||||

15 | analysis | 3 strategic | ||||||||||||||

16 | synthesis | 4 extended | ||||||||||||||

17 | eval | |||||||||||||||

18 | REGIONAL PRIORITY MA 3.1.1.c | Count by multiples of 10 to 400. | Count | By 10's to 400 | Knowledge | Meeting Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9, 10-1, 10-2, 11, 12, 13, 14, 15-1, 16, 17, 18, 19, 20-1, 20-2, 21, 23, 25-1, 25-2, 28, 32, 42, 43, 46 | Students are encouraged to count by multiples of 3, 4, 5, 6, 7, 8, and 9 frequently in Written Practice. See examples in Lessons 5, 6, 7, 8, 10. Instruction: New Concept Lesson 2 Maintenance: Written Practice Lessons 2, 39 | |||||||||

19 | comprehen | 1 recall | ||||||||||||||

20 | application | 2 skills | ||||||||||||||

21 | analysis | 3 strategic | ||||||||||||||

22 | synthesis | 4 extended | ||||||||||||||

23 | eval | |||||||||||||||

24 | REGIONAL PRIORITY MA 3.1.1.d | Count by multiples of 100 to 1,000. | Count | by 100's to 1,000 | knowledge | Meeting Lessons 3, 4, 5, 6, 7, 8, 9, 15-2, 17, 19, 22, 24, 25-1, 25-2, 26 | Students are encouraged to count by multiples of 3, 4, 5, 6, 7, 8, and 9 frequently in Written Practice. See examples in Lessons 5, 6, 7, 8, 10. Maintenance: Written Practice Lessons 101, 106 | |||||||||

25 | comprehen | 1 recall | ||||||||||||||

26 | application | 2 skills | ||||||||||||||

27 | analysis | 3 strategic | ||||||||||||||

28 | synthesis | 4 extended | ||||||||||||||

29 | eval | |||||||||||||||

30 | REGIONAL PRIORITY MA 3.1.1.e TESTED DOK Level 1 | Demonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2350 is 235 tens; 2350 is 2,000+300+50; 2350 is 23 hundreds and 5 tens.) | Demonstrate | Equivalent numbers to 10,000 | Knowledge | New Concept Lessons 27, 41, 64, 104, 134 Maintenance: Written Practice Lessons 41, 42, 45-1, 47, 51, 53, 55-1, 57, 62, 64, 68, 72, 75-1, 77, 95-1, 104, 105-1, 112, 114, 118 Assessment: Written Assessment 9, 10, 12, 14, 15, 21, 22 Math Center Activities 15, 32, 54, 55, 93, 94 | New Concept Lessons 11, 12, 13, 16, 27, 28, 32 Maintenance: Written Practice Lessons 11, 12, 13, 14, 15, 16, 18, 20, 23, 33, 37, 46, 51, 54, 61, 62, 63, 67, 69, 81, 82, 83, 88, 92, 94, 104, 106, 10 Assessment: Tests 6, 18, 21 | Use the term equivalent | ||||||||

31 | comprehen | 1 recall | representation in | |||||||||||||

32 | application | 2 skills | addition to expanded | |||||||||||||

33 | analysis | 3 strategic | form | |||||||||||||

34 | synthesis | 4 extended | ||||||||||||||

35 | eval | |||||||||||||||

36 | REGIONAL PRIORITY MA 3.1.1.f | Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7+.4.) | Demonstrate | Equivalent decimals to 10ths place | Knowledge | New Concept Lesson 119 Maintenance: Written Practice Lessons 119, 122, 125-1, 126 Assessment: Written Assessment 6, 11, 25 | *New Concept Lesson 21 * Foundational reference | |||||||||

37 | comprehen | 1 recall | ||||||||||||||

38 | application | 2 skills | ||||||||||||||

39 | analysis | 3 strategic | ||||||||||||||

40 | synthesis | 4 extended | ||||||||||||||

41 | eval | |||||||||||||||

42 | REGIONAL PRIORITY MA 3.1.1.g TESTED DOK level 1 | Compare and order whole numbers through the thousands. | Compare and order | Whole Numbers to 9,999 | Knowledge | New Concept Lessons 8, 34, 47 Maintenance: Meeting Lesson 126 Written Practice Lessons 8, 9, 11, 13, 14, 16, 19, 24, 25-1, 37, 38, 41, 43, 44, 47, 48, 52, 55-1, 61, 64, 68, 69, 76, 78, 87, 95-1, 107, 114, 116, 126, 133, 134 Assessment: Written Assessment 2, 3, 7, 8, 10, 13, 15, 17, 19, 22 Math Center Activities 4, 5, 19, 25, 26, 36, 37, 53 | New Concept Lessons 12, 17, 27, 32, 99, 103 Maintenance: Written Practice Lessons 17, 23, 24, 27, 32, 33, 35, 39, 52, 61, 67, 99, 103, 107, 108, 109, 110 Assessment: Tests 4, 7, 12 | |||||||||

43 | comprehen | 1 recall | ||||||||||||||

44 | application | 2 skills | ||||||||||||||

45 | analysis | 3 strategic | ||||||||||||||

46 | synthesis | 4 extended | ||||||||||||||

47 | eval | |||||||||||||||

48 | REGIONAL PRIORITY MA 3.1.1h TESTED DOK level 1, 2 | Find parts of whole and parts of a set for 1/2, 1/3, or 1/4. | Find | Fractions 1/2,1/3,1/4 as part of a whole | knowledge | New Concept Lessons 17, 21, 24, 25-2, 26, 37, 60-2, 61, 73, 74, 98, 111 Maintenance: Meeting Lesson 131 Written Practice Lessons 17, 18, 21, 22, 23, 24, 25-1, 26, 27, 28, 29, 31, 32, 35-1, 36, 37, 38, 41, 54, 61, 62, 65-1, 66, 67, 68, 69, 71, 72, 73, 74, 77, 91, 94, 95-1, 96, 98, 99, 101, 102, 106, 108, 111, 112, 113, 114, 116, 118, 119, 131 Assessment: Written Assessment 3, 4, 5, 6, 7, 8, 13, 14, 15, 18, 19, 21, 22, 23 Math Center Activities 18, 50, 51, 64, 100, 101 | New Concept Lessons 29, 35, 41, 42, 44, 46, 47, 49 Maintenance: Written Practice Lessons 29, 31, 32, 33, 34, 36, 38, 39, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 62, 63, 64, 65, 67, 68, 69, 70, 71, 74, 75, 76, 77, 80, 81, 83, 84, 87, 88, 90, 91, 93, 95, 10 Assessment: Tests 7, 10, 11, 12, 15, 17, 18 | |||||||||

49 | comprehen | 1 recall | ||||||||||||||

50 | application | 2 skills | ||||||||||||||

51 | analysis | 3 strategic | ||||||||||||||

52 | synthesis | 4 extended | ||||||||||||||

53 | eval | |||||||||||||||

54 | REGIONAL PRIORITY MA 3.1.1i TESTED DOK level 1 | Round a given number to tens, hundreds or thousands. | Round | to 10's, 100's, 1,000s | knowledge | New Concept Lessons 18, 19, 71, 130-2 Maintenance: Written Practice Lessons 18, 19, 21, 23, 31, 35-1, 36, 38, 57 Assessment: Written Assessment 4, 7, 15 Math Center Activities 11, 12, 60, 61 | New Concept Lessons 15, 30 Maintenance: Written Practice Lessons 15, 16, 17, 18, 19, 22, 25, 26, 27, 28, 29, 30, 31, 33, 34, 35, 36, 38, 39, 41, 42, 50, 51, 53, 70, 90, 94, 10 Problem Solving Lesson 6 Assessment: Tests 3, 5, 7, 13 | Introduce rounding | ||||||||

55 | comprehen | 1 recall | to 1,000 and mastery | |||||||||||||

56 | application | 2 skills | to 10's and 100's. | |||||||||||||

57 | analysis | 3 strategic | ||||||||||||||

58 | synthesis | 4 extended | ||||||||||||||

59 | eval | |||||||||||||||

60 | Concept | |||||||||||||||

61 | MA 3.1.2 OPERATIONS: Students will demonstrate the meaning of multiplication with whole numbers. | |||||||||||||||

62 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

63 | REGIONAL PRIORITY MA 3.1.2 a TESTED DOK level 1,2 | Represent multiplication as repeated addition using objects, drawings, words and symbols (e.g., 3x4=4+4=4.) | Multipication as repeated addition | Represent | How can we use objects, drawings, words, and symbols to represent multiplication as repeated addition? | knowledge | New Concept Lessons 45-1, 109 | New Concept Lessons 54, 82 Maintenance: Written Practice Lessons 54, 55, 56, 58, 59, 67, 68, 73, 74, 75, 76, 79, 80, 83, 100, 105, 109 Problem Solving Lessons 54, 107 Assessment: Tests 11, 14 | ||||||||

64 | comprehen | 1 recall | ||||||||||||||

65 | application | 2 skills | ||||||||||||||

66 | analysis | 3 strategic | ||||||||||||||

67 | synthesis | 4 extended | ||||||||||||||

68 | eval | |||||||||||||||

69 | REGIONAL PRIORITY MA 3.1.2b | Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3x4=12, then 12 ÷ 3 = 4.) | Relationship between multiplication and division, objects, drawings, words, and symbols | Use, explain | How and multiplication and division related? | Knowledge | New Concept Lessons 59, 90-1, 105-1 Maintenance: Written Practice Lessons 91, 93, 94, 123, 124, 126, 127, 128, 129, 131 Assessment: Written Assessment 26 | New Concept Lessons 82, 83, 84, 85, 86, 89, 90 Maintenance: Written Practice Lessons 83, 84, 85, 87, 89, 91, 10 Assessment: Tests 17, 19 | ||||||||

70 | comprehen | 1 recall | ||||||||||||||

71 | application | 2 skills | ||||||||||||||

72 | analysis | 3 strategic | ||||||||||||||

73 | synthesis | 4 extended | ||||||||||||||

74 | eval | |||||||||||||||

75 | REGIONAL PRIORITY MA 3.1.2 c | Use drawings, words and symbols to explain the meaning of the factor and product in a multiplication sentence (e.g., if 3x4=12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second fact tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.) | Drawings, words, symbols, factors, product, multiplication sentence | Use, explain | How are factors and product related? | knowledge | New Concept Lessons 70-1, 95-1, 112, 120-2 Assssessment: Written Assessment 12 | New Concept Lessons 55, 60, 61, 63, 77 Maintenance: Written Practice Lessons 55, 56, 58, 60, 61, 63, 64, 65, 66, 67, 8 Assessment: Tests 13, 14 | ||||||||

76 | comprehen | 1 recall | ||||||||||||||

77 | application | 2 skills | ||||||||||||||

78 | analysis | 3 strategic | ||||||||||||||

79 | synthesis | 4 extended | ||||||||||||||

80 | eval | |||||||||||||||

81 | REGIONAL PRIORITY MA 3.1.2d TESTED DOK level 1,2 | Use drawings, words and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3x4=12.) | array, meaning of multiplication | Use, explain | How do we create an array? Why do we create an array? | Knowledge | New Concept Lesson 87 Maintenance: Written Practice Lessons 87, 88, 99, 107 Assessment: Written Assessment 13, 18, 19 Math Center Activities 74, 75 | New Concept Lessons 53, 57, 62, 89 Maintenance: Written Practice Lessons 57, 58, 59, 60, 61, 62, 64, 67, 68, 90, 94, 100, 102, 103, 10 Problem Solving Lessons 62, 8 Assessment: Tests 20, 21 | ||||||||

82 | comprehen | 1 recall | ||||||||||||||

83 | application | 2 skills | ||||||||||||||

84 | analysis | 3 strategic | ||||||||||||||

85 | synthesis | 4 extended | ||||||||||||||

86 | eval | |||||||||||||||

87 | MA 3.1.3 COMPUTATION: Students will compute fluently and accurately using appropriate strategies and tools. | |||||||||||||||

88 | REGIONAL PRIORITY MA 3.1.3a | Compute whole number multiplication facts 0-10 fluently. | Whole number multiplication facts | Compute | Why do we need to compute whole number multiplication facts 0-10 fluently? | knowledge | New Concept Lessons 45-1, 55-1, 63, 70-1, 85-1, 95-1, 100-1, 109, 110-1, 112, 115-1, 116, 118, 120-1 Maintenance: Meeting Lessons 58, 63, 77, 81, 83, 118 Written Practice Lessons 46, 49, 62, 63, 66, 68, 69, 72, 77, 81, 83, 88, 97, 108, 109, 111, 112, 113, 116, 117, 118, 119, 121, 122, 125-1 Fact Practice Lessons 47, 56, 57, 58, 59, 72, 73, 74, 86, 87, 88, 89, 96, 97, 98, 99, 101, 102, 104, 111, 112, 113, 114, 116, 117, 118, 119, 121, 122, 123, 124, 131, 132 Assessment: Math Center Activities 34, 43, 59, 72, 83, 88, 95, 97, 103, 106, 107, 109, 110 Extend & Challenge CD Activities 9, 10, 11, 12 Written Assessment 9, 12, 14, 16, 21, 22, 23, 24, 25, 26 | New Concept Lessons 56, 59, 61, 64, 70, 76, 78, 81, 84, 86, 91, 94, 97, 100 Maintenance: Written Practice Lessons 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 11 Assessment: Tests 12, 13, 14, 15, 16, 17, 18, 19, 21 | ||||||||

89 | comprehen | 1 recall | ||||||||||||||

90 | application | 2 skills | ||||||||||||||

91 | analysis | 3 strategic | ||||||||||||||

92 | synthesis | 4 extended | ||||||||||||||

93 | eval | |||||||||||||||

94 | REGIONAL PRIORITY MA 3.1.3b | Add and subtract through four digit whole numbers with regrouping.. | Four-digit whole numbers with reqrouping | Add, subtract | How do we add and subtract four-digit whole numbers with regrouping? | knowledge | New Concept Lessons 10-1, 14, 15-1, 20-1, 25-1, 30-1, 33, 35-1, 38, 40-1, 42, 50-1, 52, 53, 60-1, 62, 65-1, 67, 69, 75-1, 76, 80-1, 89, 91, 96, 106 Maintenance: Meeting Lessons 53, 54, 56, 57, 59, 65-2, 79, 86, 93, 102 Written Practice Lessons 5, 9, 14, 15-1, 16, 17, 18, 19, 21, 25-1, 27, 31, 37, 38, 39, 41, 42, 44, 46, 47, 48, 50-1, 53, 54, 56, 57, 58, 59, 62, 64, 65-1, 66, 67, 68, 69, 71, 72, 73, 74, 76, 77, 78, 79, 81, 82, 84, 85-1, 86, 87, 88, 89, 91, 92, 93, 94, 96, 97, 98, 99, 102, 103, 104, 108, 111, 113, 114, 116, 119, 135 Fact Practice Lessons 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 17, 18, 19, 21, 22, 23, 24, 26, 27, 29, 31, 32, 33, 34, 35-1, 37, 38, 39, 41, 42, 43, 44, 46, 49, 51, 52, 53, 54, 61, 62, 63, 64, 66, 67, 68, 69, 81, 82, 83, 84, 85-1 Assessment: Math Center Activities 9, 13, 40, 41, 57, 58, 65 Extend & Challenge CD Activities 4, 5 Written Assessment 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20, 21, 22, 23, 24 | New Concept Lessons 6, 7, 8, 10, 13, 14, 16, 19, 23, 24, 26, 28, 92, 93 Maintenance: Written Practice Lessons 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 43, 44, 45, 46, 47, 48, 49, 51, 52, 53, 54, 55, 56, 57, 59, 60, 61, 62, 63, 64, 66, 67, 68, 70, 71, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 104, 105, 106, 107, 108, 109, 11 Assessment: Tests 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 16, 17, 19 | ||||||||

95 | comprehen | 1 recall | ||||||||||||||

96 | application | 2 skills | ||||||||||||||

97 | analysis | 3 strategic | ||||||||||||||

98 | synthesis | 4 extended | ||||||||||||||

99 | eval | |||||||||||||||

100 | MA 3.1.3c | Select and apply the appropriate methods of computation when problem-solving with four digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil.) | Computation methods for four-digit whole numbers | Select, apply, problem solve | How do we selcet the appropriate problem solving method? Why would one method be chosen over another? | knowledge | New Concept Lesson 107 Problem-Solving 110-1 Strategy Maintenance: Written Practice Lessons 104, 106, 107, 108 | New Concept Lessons 6, 7, 9, 18 Maintenance: Written Practice Lessons 6, 7, 10, 18, 21, 8 Problem Solving Lessons 7, 8, 30 | ||||||||

101 | comprehen | 1 recall | ||||||||||||||

102 | application | 2 skills | ||||||||||||||

103 | analysis | 3 strategic | ||||||||||||||

104 | synthesis | 4 extended | ||||||||||||||

105 | eval | |||||||||||||||

106 | MA 3.1.4 ESTIMATION: Students will estimate and check reasonableness of answers using appropriate strategies and tools. | |||||||||||||||

107 | MA 3.1.4a | Estimate the two digit product of whole number multiplication and check the reasonableness. | Reasonableness of two digit product | Estimate, check | How do we use estimation to evaluate the reasonableness of an answer to a multiplication problem? | knowledge | New Concept Lesson 130-2 | New Concept Lessons 81, 91, 93, 95, 97 Maintenance: Written Practice Lessons 91, 92, 93, 94, 95, 97, 99 Problem Solving Lesson 90 Assessment: Tests 19, 20 | ||||||||

108 | comprehen | 1 recall | ||||||||||||||

109 | application | 2 skills | ||||||||||||||

110 | analysis | 3 strategic | ||||||||||||||

111 | synthesis | 4 extended | ||||||||||||||

112 | eval | |||||||||||||||

113 | Grade 3 | |||||||||||||||

114 | MA 3.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines | |||||||||||||||

115 | MA 3.2.1 CHARACTERISTICS: Students will identify characteristics and describe properties of two-dimensional shapes and three-dimensional objects. | |||||||||||||||

116 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

117 | MA 3.2.1a TESTED DOK level 1 | Identify the number of sides, angles and vertices of two-dimensional shapes. | Sides, angles, vetices, two-dimentional shapes | Identify | How do we identify the number of sides, angles, and vertices of two-dimentional shapes? | knowledge | New Concept Lessons 7, 10-2, 12, 20-2, 43, 50-2, 63, 100-2 Maintenance: Written Practice Lessons 7, 12, 14, 15-1, 23, 25-1, 28, 34, 35-1, 45-1, 54, 58, 81, 83, 133 Assessment: Written Assessment 5, 6, 16 Math Center Activities 14, 52, 102 | New Concept Lessons 51, 66, 67, 69, 104 Maintenance: Written Practice Lessons 51, 52, 53, 56, 58, 59, 64, 65, 66, 67, 68, 69, 70, 72, 74, 79, 80, 81, 82, 84, 85, 106, 107 | ||||||||

118 | comprehen | 1 recall | ||||||||||||||

119 | application | 2 skills | ||||||||||||||

120 | analysis | 3 strategic | ||||||||||||||

121 | synthesis | 4 extended | ||||||||||||||

122 | eval | |||||||||||||||

123 | MA 3.2.1b TESTED DOK level 1 | Identify congruent two-dimensional figures given multiple two-dimensional shapes. | Congruent two-dimensional figures | Identify | How do we know which shapes are congruent? | knowledge | New Concept Lessons 6, 12 Maintenance: Written Practice Lessons 12, 16 Assessment: Math Center Activities 8 | New Concept Lesson 68 Maintenance: Written Practice Lessons 69, 70, 71, 77, 86 | ||||||||

124 | comprehen | 1 recall | ||||||||||||||

125 | application | 2 skills | ||||||||||||||

126 | analysis | 3 strategic | ||||||||||||||

127 | synthesis | 4 extended | ||||||||||||||

128 | eval | |||||||||||||||

129 | MA 3.2.1c | Identify lines, line segments, rays and angles. | Lines, line segments, rays and angles | Identify | How are lines, segments, rays, and angles different? | knowledge | New Concept Lessons 43, 48, 99, 100-2, 105-2, 113 Maintenance: Written Practice Lessons 43, 45-1, 48, 49, 51, 56, 103, 104, 105-1, 111, 113, 114, 122, 124, 132 Assessment: Written Assessment 10, 22, 24, 26 Math Center Activities 89, 105 | New Concept Lessons 20, 65 Maintenance: Written Practice Lessons 41, 43, 45, 51, 58, 65, 66, 70, 71, 72, 74, 76, 82, 90, 10 Assessment: Tests 8, 15, 17, 19, 21 | ||||||||

130 | comprehen | 1 recall | ||||||||||||||

131 | application | 2 skills | ||||||||||||||

132 | analysis | 3 strategic | ||||||||||||||

133 | synthesis | 4 extended | ||||||||||||||

134 | eval | |||||||||||||||

135 | MA 3.2.1d | Describe attributes of solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres.) | Attributes of solid shapes | Describe | How do we describe solid shapes? | knowledge | New Concept Lessons 115-2 Maintenance: Written Practice Lessons 117, 122, 125-1 Assessment: Written Assessment 24 Math Center Activities 104, 105 | New Concept Lessons 71, 72, 75, 104 Investigation 8 Maintenance: Written Practice Lessons 71, 72, 73, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 91, 92, 93, 94, 95, 97, 100, 105, 106, 107, 108, 10 Assessment: Tests 15, 16, 21 | ||||||||

136 | 1 recall | |||||||||||||||

137 | application | 2 skills | ||||||||||||||

138 | analysis | 3 strategic | ||||||||||||||

139 | synthesis | 4 extended | ||||||||||||||

140 | eval | |||||||||||||||

141 | ||||||||||||||||

142 | MA 3.2.2 COORDINATE GEOMETRY: Students will identify distances on a number line. | |||||||||||||||

143 | MA 3.2.2a | Draw a number line and plot points. | Number line, points | Draw, plot | How do we draw a number line and plot points? | knowledge | New Concept Lessons 51, 54, 55-2, 123, 126 Maintenance: Written Practice Lessons 51, 52, 53, 55-1, 57, 59, 61, 123, 125-1, 129 Assessment: Written Assessment 11, 12, 25 Math Center Activities 42, 87 | New Concept Lessons 4, 17, 33, 48 Maintenance: Written Practice Lessons 4, 5, 6, 8, 9, 11, 12, 15, 22, 23, 24, 27, 33, 35, 41, 42, 46, 48, 50, 52, 53, 61, 62, 65, 66, 67, 69, 70, 71, 85, 97, 98, 102, 105 Problem Solving Lesson 11 Assessment: Tests 2, 13 | ||||||||

144 | comprehen | 1 recall | ||||||||||||||

145 | application | 2 skills | ||||||||||||||

146 | analysis | 3 strategic | ||||||||||||||

147 | synthesis | 4 extended | ||||||||||||||

148 | eval | |||||||||||||||

149 | MA 3.2.2b TESTED DOK level 1 | Determine the distance between two whole number points on a number line. | Distance between two whole number points, number line | Determine | How does a number line show the difference between whole numbers? | knowledge | New Concept Lessons 126, 128 Maintenance: Written Practice Lessons 126, 127, 128, 131, 133, 134 Assessment: Written Assessment 26 | New Concept Lessons 4, 7, 33, 48 Maintenance: Written Practice Lessons 7, 48, 49, 76, 83, 93 | ||||||||

150 | comprehen | 1 recall | ||||||||||||||

151 | application | 2 skills | ||||||||||||||

152 | analysis | 3 strategic | ||||||||||||||

153 | synthesis | 4 extended | ||||||||||||||

154 | eval | |||||||||||||||

155 | MA 3.2.3 TRANSFORMATIONS: Students will identify a line of symmetry. | |||||||||||||||

156 | MA 3.2.3a | Draw all possible lines of symmetry in two-dimensional shapes. | Lines of symmetry, two-dimensional shapes | Draw | How do we draw lines of symmetry? | knowledge | New Concept Lesson 58 Maintenance: Written Practice Lessons 58, 61, 62, 64, 66, 69 Assessment: Written Assessment 12, 13 Math Center Activities 48, 49 Extend & Challenge CD Activities 6 | Investigation 7, 9 Maintenance: Written Practice Lessons 71, 72, 73, 75, 80, 85, 90, 97, 99, 100, 101, 103, 104, 110 | ||||||||

157 | comprehen | 1 recall | ||||||||||||||

158 | application | 2 skills | ||||||||||||||

159 | analysis | 3 strategic | ||||||||||||||

160 | synthesis | 4 extended | ||||||||||||||

161 | eval | |||||||||||||||

162 | MA. 3.2.4 SPATIAL MODELING: Students will create two-dimensional shapes and three dimensional objects.. | |||||||||||||||

163 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

164 | MA 3.2.4.a | Sketch and label lines, rays, line segments and angles. | Lines, rays, line segments and angles | Sketch, label | How do we sketch and label lines, rays, line segments and angles? | knowledge | New Concept Lessons 105-2, 113 Maintenance: Written Practice Lessons 109, 113, 115-1 Assessment: Written Assessment 22 Math Center Activities 102 | New Concept Lessons 65, 66, 69, 71 Maintenance: Written Practice Lessons 76, 79, 80, 85, 101, 102 | ||||||||

165 | comprehen | 1 recall | ||||||||||||||

166 | application | 2 skills | ||||||||||||||

167 | analysis | 3 strategic | ||||||||||||||

168 | synthesis | 4 extended | ||||||||||||||

169 | eval | |||||||||||||||

170 | MA 3.2.4.b | Build three--dimensional objects (e.g. using clay for rectangular prisms, cone, cylinder.) | Three--dimensional objects | Build | How do we build three-dimensional objects? | knowledge | New Concept Lesson 115-2 | New Concept Lessons 71, 72, 73 Investigation 8 Maintenance: Written Practice Lesson 96 | ||||||||

171 | comprehen | 1 recall | ||||||||||||||

172 | application | 2 skills | ||||||||||||||

173 | analysis | 3 strategic | ||||||||||||||

174 | synthesis | 4 extended | ||||||||||||||

175 | eval | |||||||||||||||

176 | MA 3.2.5 MEASUREMENT: Students will apply appropriate procedures and tools to determine measurements using customary and metric units. | |||||||||||||||

177 | MA 3.2.5a | Select and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle.) | Measuring tools for perimeter | Select, use, measure | How do we measure the perimeter of two-dimensional shapes? | knowledge | New Concept Lessons 49, 50-2 Maintenance: Meeting Lesson 55-1 Written Practice Lessons 49, 51, 52, 54, 55-1, 65-1, 73, 115-1, 134 Assessment: Written Assessment 10, 11, 14 Math Center Activities 38, 39 | New Concept Lesson 58 Maintenance: Written Practice Lessons 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 72, 77, 78, 79, 82, 85, 87, 88, 91, 97, 98, 101, 105, 106, 107, 110 Problem Solving Lesson 60 Assessment: Tests 12, 15, 17 | ||||||||

178 | comprehen | 1 recall | ||||||||||||||

179 | application | 2 skills | ||||||||||||||

180 | analysis | 3 strategic | ||||||||||||||

181 | synthesis | 4 extended | ||||||||||||||

182 | eval | |||||||||||||||

183 | MA 3.2.5b | Count mixed coins and bills greater than $1.00 | Mixed coins and bills beyond $1.00 | Count | Why do we count money? How do we count mixed coins and grater than $1.00? | knowledge | New Concept Lessons 13, 23, 36, 40-2, 79, 102 Maintenance: Meeting Lessons 28, 30-2, 31, 33, 37, 40-1, 42, 44, 45-1, 49, 50-1, 50-2, 51, 53, 54, 55-1, 55-2, 58, 63, 64, 65-1, 65-2, 66, 67, 68, 70-2, 73, 74, 75-1, 75-2, 76, 78, 79, 103, 104, 105-2, 117, 120-2, 122, 123, 124, 125-2, 126, 127, 128, 129, 130-1, 130-2, 131, 132, 133, 134, 135 Written Practice Lessons 36, 41, 43, 44, 46, 102, 132 Assessment: Written Assessment 8, 9, 26 Math Center Activities 16, 17, 28, 29, 91 Extend & Challenge CD Activities 8 | New Concept Lessons 11, 13, 14, 15, 21, 22, 25, 26, 28 Investigation 2 Maintenance: Written Practice Lessons 11, 12, 16, 22, 23, 24, 25, 27, 28, 29, 30, 32, 33, 34, 36, 37, 39, 40, 60, 68, 78, 80, 81, 86, 87, 8 Assessment: Tests 5, 13 | ||||||||

184 | comprehen | 1 recall | ||||||||||||||

185 | application | 2 skills | ||||||||||||||

186 | analysis | 3 strategic | ||||||||||||||

187 | synthesis | 4 extended | ||||||||||||||

188 | eval | |||||||||||||||

189 | MA 3.2.5c | Identify time of day (e.g., am, pm, noon, midnight.) | Time of day | Identify | How do we identify time of day? | knowledge | New Concept Lesson 39 Maintenance: Meeting Lessons 40-1, 41, 42, 43, 44, 45-1, 45-2, 54, 59, 60-1, 60-2, 61, 64, 65-2, 70-1, 102, 103, 104, 105-1, 105-2, 106, 107, 108, 109, 110-1, 110-2, 111, 112, 113, 114, 115-1, 115-2, 116, 117, 118, 119, 120-1, 120-2, 127, 128 Written Practice Lessons 39, 42, 44, 45-1, 46, 48, 55-1, 58, 63, 71, 75-1, 101, 104, 106, 109, 110-1, 110-2, 115-1, 127, 1128, 129 Assessment: Written Assessment 10, 12, 15, 17, 20, 21, 25 | New Concept Lessons 3, 38 Maintenance: Written Practice Lessons 3, 6, 7, 8, 9, 11, 12, 15, 17, 18, 19, 21, 22, 25, 26, 30, 31, 32, 34, 37, 38, 39, 42, 45, 55, 57, 63, 68, 70, 71, 72, 73, 74, 75, 83, 8 Assessment: Tests 14, 16 | ||||||||

190 | comprehen | 1 recall | ||||||||||||||

191 | application | 2 skills | ||||||||||||||

192 | analysis | 3 strategic | ||||||||||||||

193 | synthesis | 4 extended | ||||||||||||||

194 | eval | |||||||||||||||

195 | MA 3.2.5d | State multiple ways for the same time using 15 minute intervals (e.g., 2:15 or quarter past 2; 2:45 or quarter til 3.) | Multiple ways, time, 15 minute intervals | State | Why do we state multiple ways for the same time using 15 minute intervals? How do we state multiple ways for the same time using 15 minute intervals? | knowledge | New Concept Lessons 39, 71, 97 Maintenance: Meeting Lessons 40-1, 41, 42, 43, 44, 45-1, 45-2, 54, 59, 60-1, 60-2, 61, 64, 65-2, 70-1, 100-1, 100-2, 102, 103, 104, 105-1, 106, 107, 108, 109, 110-1, 110-2, 111, 112, 113, 114, 115-1, 115-2, 116, 117, 118, 119, 120-1, 120-2, 127, 128 Written Practice Lessons 39, 42, 44, 45-1, 46, 48, 55-1, 58, 62, 63, 71, 75-1, 97, 98, 101, 104, 106, 109, 115-1, 127, 128, 129 Assessment: Written Assessment 1, 2, 3, 6, 8, 20, 21, 25 Math Center Activities 86 Extend & Challenge CD Activities 1 | New Concept Lessons 5, 38 Maintenance: Written Practice Lessons 5, 6, 7, 8, 9, 11, 12, 14, 15, 16, 17, 18, 19, 21, 22, 25, 26, 30, 31, 32, 34, 37, 38, 39, 42, 44, 45, 55, 57, 63, 68, 70, 71, 72, 73, 74, 75, 83, 84 Assessment: Tests 6, 14, 16 | ||||||||

196 | comprehen | 1 recall | ||||||||||||||

197 | application | 2 skills | ||||||||||||||

198 | analysis | 3 strategic | ||||||||||||||

199 | synthesis | 4 extended | ||||||||||||||

200 | eval | |||||||||||||||

201 | MA 3.2.5e TESTED DOK level 1 | Identify the appropriate customary unit for measuring length, weight, and capacity/volume. | Customary unit, length, weight, capacity/volume | Identify, measure | How do we measure length, weight,capacity, and volume using customary units? | knowledge | New Concept Lessons 45-2, 95-2, 121 Maintenance: Written Practice Lessons 102, 108, 116, 121, 122, 125-1, 129 Assessment: Math Center Activities 35, 84, 111, 112 | New Concept Lessons 72, 73, 74, 80, 87 Maintenance: Written Practice Lessons 74, 75, 76, 77, 78, 79, 80, 82, 86, 87, 89, 92, 109 Assessment: Test 16 | ||||||||

202 | comprehen | 1 recall | ||||||||||||||

203 | application | 2 skills | ||||||||||||||

204 | analysis | 3 strategic | ||||||||||||||

205 | synthesis | 4 extended | ||||||||||||||

206 | eval | |||||||||||||||

207 | MA 3.2.5f | Measure length to the nearest 1/2 inch and centimeter (e.g., requires rounding) | Length to the nearest 1/2 inch and centimeter | Measure | Why do we measure length to the nearest 1/2 inch and centimeter? How do we measure length to the nearest 1/2 inch or centimeter? | knowledge | New Concept Lessons 6, 7, 32, 43, 54, 99 Maintenance: Written Practice Lessons 6, 7, 8, 11, 12, 14, 32, 34, 39, 43, 46, 47, 48, 49, 51, 52, 53, 58, 59, 61, 64, 65-1, 68, 69, 71, 73, 81, 84, 85-1, 86, 91, 99, 112, 113, 114, 115-1, 119, 129 Assessment: Written Assessment 2, 4, 7, 9, 10, 11, 14, 18, 19, 21 Math Center Activities Activity 24 | New Concept Lessons 34, 37, 52 Investigation 4 Maintenance: Written Practice Lessons 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 49, 50, 51, 52, 54, 57, 64, 66, 67, 68, 71, 72, 74, 75, 76, 93, 95, 98, 99, 100, 106 Problem Solving Lesson 39 Assessment: Tests 8, 14 | ||||||||

208 | comprehen | 1 recall | ||||||||||||||

209 | application | 2 skills | ||||||||||||||

210 | analysis | 3 strategic | ||||||||||||||

211 | synthesis | 4 extended | ||||||||||||||

212 | eval | |||||||||||||||

213 | MA 3.2.5g TESTED DOK level 1 | Compare and order objects according to length using centimeters and meters. | Length using centimeters and meters | Compare, order | How do we compare and order objects according to length using centimeters and meters? | knowledge | New Concept Lesson 85-2 Assessment: Math Center Activities 73 | New Concept Lesson 79 Maintenance: Written Practice Lessons 79, 80, 81, 83, 86, 92, 97 Assessment: Test 16 | ||||||||

214 | comprehen | 1 recall | ||||||||||||||

215 | application | 2 skills | ||||||||||||||

216 | analysis | 3 strategic | ||||||||||||||

217 | synthesis | 4 extended | ||||||||||||||

218 | eval | |||||||||||||||

219 | MA 3.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||

220 | Grade 3 | |||||||||||||||

221 | MA 3.3.1 RELATIONSHIPS: Students will represent relationships. | |||||||||||||||

222 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

223 | MA 3.3.1a TESTED DOK level 1 | Identify, describe and extend numeric and non-numeric patterns. | Numeric and non-numeric patterns | Identify, describe, extend | How do patterns repeat? How do we extend patterning? How do we describe patterns? | knowledge | New Concept Lessons 10-2, 15-2 Problem Solving Strategies Lesson 30-1, 70-1, 80-1 Maintenance: Meeting Lessons 2–10-2, 11–15-2, 16–20-2, 21–25-2, 26–30-2, 31–35-2, 36–40-2, 41–45-1, 46–50-2, 51–55-2, 56–60-2, 61–65-2, 66–70-2, 71–75-2, 76–80-2, 81–85-2, 86–90-2, 91–95-2, 96–100-2, 101–105-2, 106–110-2, 104, 105-1, 105-2, 106–110-2, 111–115-2, 116–120-2, 121–125-2, 126–130-2, 131–135 Written Practice Lessons 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 18, 19, 22, 26, 32, 34, 41, 56, 72, 78, 92, 93, 98, 117, 119, 123, 126, 127, 135 Assessment: Written Assessment 2, 3, 5, 6, 8, 11, 14, 15, 18, 19, 24, 25 Math Center Activities 10, 108 Extend & Challenge CD Activities 2, 9, 10, 11, 12 | New Concept Lesson 2 Maintenance: Written Practice Lessons 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 32, 33, 34, 35, 36, 38, 41, 42, 44, 46, 47, 49, 50, 53, 54, 55, 60, 61, 64, 66, 67, 68, 72, 73, 79, 80, 81, 87, 88, 89, 90, 91, 92, 95, 96, 100, 105, 106, 110 Problem Solving Lessons 1, 2, 3, 6, 9, 11, 16, 24, 34, 37, 41, 43, 46, 47, 49, 58, 65, 70, 83, 86, 90, 91, 99, 101, 109 Assessment: Tests 2, 3, 4, 5, 6, 7, 8, 10, 11, 15, 21 | ||||||||

224 | comprehen | 1 recall | ||||||||||||||

225 | application | 2 skills | ||||||||||||||

226 | analysis | 3 strategic | ||||||||||||||

227 | synthesis | 4 extended | ||||||||||||||

228 | eval | |||||||||||||||

229 | MA 3.3.1b | Identify patterns using words, tables and graphs. | Patterns, words, tables, graphs | Identify, use | How do we identify patterns using word, tables, and graphs? | knowledge | New Concept Lessons 40-2, 55-1, 100-1, 115-1, 117, 125-1 Problem Solving Strategies Lessons 40-1, 80-1, 110-1 Maintenance: Meeting Lesson 123 Written Practice Lessons 45-1, 47, 49, 56, 76, 80-1, 117, 121 Assessment: Written Assessment 9 Math Center Activities 40 | Written Practice Lessons 3, 35, 36, 37, 40, 41, 10 Problem Solving Lessons 4, 5, 10, 12, 26, 30, 34, 35, 37, 45, 52, 55, 64, 65, 77, 78, 95, 96, 9 Assessment: Tests 10, 20, 34 | ||||||||

230 | comprehen | 1 recall | ||||||||||||||

231 | application | 2 skills | ||||||||||||||

232 | analysis | 3 strategic | ||||||||||||||

233 | synthesis | 4 extended | ||||||||||||||

234 | eval | |||||||||||||||

235 | MA 3.3.2 MODELING IN CONTEXT: Students will create and use models to represent mathematical situations. | |||||||||||||||

236 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

237 | REGIONAL PRIORITY MA 3.3.2a TESTED DOK level 2,3 | Model situations that involve the addition and subtraction of whole numbers using objects, number lines and symbols. | Addition and subtraction of whole numbers using objects, number lines and symbols | Model | How do we use objects, number lines, and symbols to show addition and subtraction? | knowledge | New Concept Lessons 11, 56, 57, 86 Problem Solving Strategies Lessons 40-1, 120-1 Maintenance: Meeting Lessons 87, 89, 92, 101, 115-2 Written Practice Lessons 12, 15-1, 16, 17, 19, 21, 22, 23, 31, 32, 33, 38, 56, 57, 58, 86, 87, 89, 91, 92, 101 Assessment: Written Assessment 3, 4, 5, 6, 18, 19, 20, 21 Math Center Activities 27, 46, 47 Extend & Challenge CD Activities 3 | New Concept Lessons 6, 7, 9, 13, 14, 19, 22, 23, 26, 39, 40, 82 Investigation 4 Maintenance: Written Practice Lessons 6, 7, 9, 10, 16, 19, 22, 23, 31, 33, 36, 38, 39, 42, 44, 46, 47, 48, 49, 52, 53, 55, 57, 59, 61, 62, 67, 68, 71, 72, 82, 85, 86 Problem Solving Lessons 7, 8, 13, 14, 17, 25, 32, 33, 36, 38, 39, 42, 44, 78, 9 Assessment: Tests 2, 3, 4, 5, 8, 9, 12, 14 | ||||||||

238 | comprehen | 1 recall | ||||||||||||||

239 | application | 2 skills | ||||||||||||||

240 | analysis | 3 strategic | ||||||||||||||

241 | synthesis | 4 extended | ||||||||||||||

242 | eval | |||||||||||||||

243 | MA 3.3.2b | Describe and model quantitative change involving subtraction (e.g., temperature dropped 2 degrees.) | Quantitative change, subtraction | Describe, model | How do we determine the difference? Why is it important to identify quantitative change using subtraction? | knowledge | New Concept Lesson 11 Maintenance: Meeting Lessons 3, 5, 6, 7, 8, 9, 10-1, 10-2, 12, 18, 23, 24, 27, 28, 50-1, 50-2 Written Practice Lessons 8, 11, 14, 26, 33, 34 | New Concept Lessons 7, 14, 20, 26, 39, 40 Maintenance: Written Practice Lessons 14, 20, 24, 29, 31, 32, 33, 34, 35, 39, 40, 43, 44, 45, 47, 48, 49, 50, 51, 52, 53, 54, 57, 61, 63, 66, 67, 68, 72, 73, 74, 75, 76, 81, 85, 87, 89, 90, 93, 96, 98, 104, 108, 109 Problem Solving Lesson 17 Assessment: Tests 3, 4, 5, 6, 8, 9, 10, 11, 15, 16, 18, 20 | ||||||||

244 | comprehen | 1 recall | ||||||||||||||

245 | application | 2 skills | ||||||||||||||

246 | analysis | 3 strategic | ||||||||||||||

247 | synthesis | 4 extended | ||||||||||||||

248 | eval | |||||||||||||||

249 | MA 3.3.3 PROCEDURES: Students will identify and apply properties of whole numbers to solve equations involving addition and subtraction. | |||||||||||||||

250 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

251 | MA 3.3.3a | Use symbolic representation of the identity property of addition (e.g., 3= 0+3.) | Symbolic representation, identity property of addition | Use | How do we use symbolic representation of the identity property of addition? | knowledge | New Concept Lesson 5 Maintenance: Written Practice Lessons 5, 9 Fact Practice Lessons 5, 6, 7, 8, 9 | New Concept Lesson 6 | ||||||||

252 | comprehen | 1 recall | ||||||||||||||

253 | application | 2 skills | ||||||||||||||

254 | analysis | 3 strategic | ||||||||||||||

255 | synthesis | 4 extended | ||||||||||||||

256 | eval | |||||||||||||||

257 | REGIONAL Priority MA 3.3.3b TESTED DOK level 1 | Solve simple one-step whole number equations involving addition and subtraction (e.g., ∆+2=3) | One-step whole number equations, addition, subtraction | Solve | What is an equation? How do we solve an equation? | knowledge | New Concept Lessons 5, 44, 66, 101 Maintenance: Meeting Lessons 67, 68, 69, 71, 74, 78, 103 Written Practice Lessons 16, 18, 44, 47, 51, 53, 54, 67, 68, 71, 74, 78, 82, 85-1, 102, 103, 104, 105-1, 106, 109 Fact Practice Lesson 28 Assessment: Math Center Activities 33, 56, 90 Written Assessment 3, 10, 14, 15, 16, 21 | New Concept Lessons 9, 36, 40 Maintenance: Written Practice Lessons 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 52, 54, 55, 56, 57, 59, 60, 62, 63, 65, 70, 71, 74, 75, 77, 82, 85, 86, 87, 88, 89, 90, 94, 98, 100, 101, 104, 105, 10 Assessment: Tests 2, 3, 4, 5, 7, 9, 10, 11, 14, 16, 21 | ||||||||

258 | comprehen | 1 recall | ||||||||||||||

259 | application | 2 skills | ||||||||||||||

260 | analysis | 3 strategic | ||||||||||||||

261 | synthesis | 4 extended | ||||||||||||||

262 | eval | |||||||||||||||

263 | MA 3.3.3c | Explain the procedure(s) used in solving simple one-step whole number equations involving addition and subtraction. | Procedure, one-step whole number equations, addition, subtraction | Explain, solve | How do we solve one-step equations? | knowledge | Problem Solving Strategies Lesson 20-1 Maintenance: Meeting Lesson 115-2 | New Concept Lesson 9 Maintenance: Written Practice Lessons 9, 1 Assessment: Test 2 | ||||||||

264 | comprehen | 1 recall | ||||||||||||||

265 | application | 2 skills | ||||||||||||||

266 | analysis | 3 strategic | ||||||||||||||

267 | synthesis | 4 extended | ||||||||||||||

268 | eval | |||||||||||||||

269 | MA 3.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||

270 | Grade 3 | |||||||||||||||

271 | Concept | |||||||||||||||

272 | MA 3.4.1 DISPLAY AND ANALYSIS: Students will organize, display, compare and interpret data. | |||||||||||||||

273 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

274 | REGIONAL PRIORITY MA 3.4.1a TESTED DOK level 1,2 | Represent data using horizontal and vertical bar graphs. | Data, horizontal and vertical bar graphs | Represent | How do we represent dat using horizontal and vertical bar graph? | knowledge | New Concept Lessons 2, 40-2, 55-2, 80-2 Maintenance: Written Practice Lessons 4, 24, 36, 37, 54, 55-2, 59, 63, 112 Assessment: Written Assessment 1, 2, 7, 12, 17, 21 Math Center Activities 2, 3, 44 | Investigation 1, 3, 6 Maintenance: Problem Solving Lesson 34 | ||||||||

275 | comprehen | 1 recall | ||||||||||||||

276 | application | 2 skills | ||||||||||||||

277 | analysis | 3 strategic | ||||||||||||||

278 | synthesis | 4 extended | ||||||||||||||

279 | eval | |||||||||||||||

280 | REGIONAL PRIORITY MA 3.4.1b | Use comparative language to describe the data (e.g., increasing, decreasing) | Comparative language, data | Use, describe | How do we use comparative data to describe data? Why do we use comparative data to describe data? | knowledge | Written Practice Lessons 5, 13, 14, 24, 36, 45-1, 105-1, 112 Assessment: Written Assessment 2, 7, 15, 17 Math Center Activities 2, 3 | New Concept Lesson 11 Investigation 3 Maintenance: Written Practice Lessons 43, 7 Problem Solving Lessons 21, 22, 34 Assessment: Tests 8, 13 | ||||||||

281 | comprehen | 1 recall | ||||||||||||||

282 | application | 2 skills | ||||||||||||||

283 | analysis | 3 strategic | ||||||||||||||

284 | synthesis | 4 extended | ||||||||||||||

285 | eval | |||||||||||||||

286 | REGIONAL PRIORITY MA 3.4.1c TESTED DOK level 1,2 | Interpret data using horizontal and vertical bar graphs. | Data, horizontal and vertical bar graphs | Interpret | Howdo we read a bar graph? | Knowledge | Written Practice Lessons 5, 13, 14, 15-1, 19, 63, 64, 105-1 Assessment: Written Assessment 5, 11, 12, 17, 20, 22 Math Center Activities 2, 3, 45, 67 | Investigation 1, 6 Maintenance: Problem Solving Lessons 34, 76 Assessment: Test 7 | ||||||||

287 | comprehen | 1 recall | ||||||||||||||

288 | application | 2 skills | ||||||||||||||

289 | analysis | 3 strategic | ||||||||||||||

290 | synthesis | 4 extended | ||||||||||||||

291 | eval | |||||||||||||||

292 | MA 3.4.2 PREDICTIONS AND INFERENCES: Mastery not expected at this level. | |||||||||||||||

293 | MA 3.4.3 PROBABILITY: Students will find and describe experimental probability. | |||||||||||||||

294 | MA 3.4.3a | Perform simple experiments (e.g., flip a coin, toss a number cube, spin a spinner) and describe outcomes as possible, impossible or certain. | Simple experiments, possible, impossible or certain outcomes | Perform, describe | Why do we perform simple experiments? | Knowledge | New Concept Lessons 30-2, 80-2, 90-2 Maintenance: Written Practice Lessons 94, 95-1, 97, 107 Assessment: Written Assessment 19 Math Center Activities 21, 22, 68, 79, 80 | New Concept Lessons 45, 50 Investigation 5 Maintenance: Written Practice Lessons 45, 50, 53, 54, 59, 64, 66, 69, 80, 81, 91, 104, 107, 108 Problem Solving Lessons 50, 63, 84 Assessment: Tests 9, 10, 11, 20 | ||||||||

295 | comprehen | 1 recall | ||||||||||||||

296 | application | 2 skills | ||||||||||||||

297 | analysis | 3 strategic | ||||||||||||||

298 | synthesis | 4 extended | ||||||||||||||

299 | eval | |||||||||||||||

300 |

1 | MA 4.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

2 | Grade 4 | |||||||||||||||

3 | Concept | |||||||||||||||

4 | MA 4.1.1 NUMBER SYSTEM: Students will represent and show relationships among positive rational numbers within the base-ten number system. | |||||||||||||||

5 | INDICATORS | CONCEPTS Students will know- nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math 4 © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade 4 | CURRICULUM ALIGNMENT: Saxon Math Intermediate 4 © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade 4 | ASSESSMENT core, common | |||||||

6 | MA 4.1.1 a | Read and write numbers through the millions (e.g., 2,347,589 is the same as 2 million three hundred forty seven thousand five hundred eighty nine.) | Read, write | numbers through the millions | How do we write numbers in different forms? | knowledge | The Lesson Lessons 24, 31, 32, 52, 53 Maintenance: Meeting Lessons 53, 54, 57 Written Practice Lessons 24, 31, 32, 52, 53 Assessment: Written Assessment 10, 11, 12 | New Concept Lessons 4, 7, 16, 33 Maintenance: Written Practice Lessons 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 27, 28, 30, 31, 32, 33, 34, 35, 37, 38, 40, 42, 43, 44, 45, 47, 48, 49, 53, 56, 58, 59, 64, 67, 68, 77, 88, 101, 115, 118 Assessment: Tests 1, 2, 3, 4, 6, 8, 11 | ||||||||

7 | comprehen | 1 recall | ||||||||||||||

8 | application | 2 skills | ||||||||||||||

9 | analysis | 3 strategic | ||||||||||||||

10 | synthesis | 4 extended | ||||||||||||||

11 | eval | |||||||||||||||

12 | REGIONAL PRIORITY MA 4.1.1 b TESTED DOK level 2 | Demonstrate multiple equivalent representations for decimal numbers through the hundredths place (e.g., 2 and 5 hundredths is 2.05; 6.23 is 6+.3+.03.) | Demonstrate | Equivalent representations for decimals through the hundreths | How do we represent numbers in more than one way? | Knowledge | The Lesson Lessons 119, 121, 125 Maintenance: Meeting Lesson 120 Written Practice Lessons 119, 120, 121, 123, 125 Assessment: Written Assessment 26, 27 | New Concept Lesson 91 Investigation 4A, 4B Maintenance: Written Practice Lessons 41, 45, 50, 51, 53, 54, 59, 66, 68, 70, 87, 91, 98, 99, 100, 102, 105, 106 Assessment: Tests 20, 22 | ||||||||

13 | comprehen | 1 recall | ||||||||||||||

14 | application | 2 skills | ||||||||||||||

15 | analysis | 3 strategic | ||||||||||||||

16 | synthesis | 4 extended | ||||||||||||||

17 | eval | |||||||||||||||

18 | REGIONAL PRIORITY MA 4.1.1.c TESTED DOK level 1 | Compare and order whole numbers and decimals through the hundredths place (e.g., money) | Compare, order | Whole numbers and decimals through the hundredths place | How do we compare and order numbers? Why do we compare and order numbers? | Knowledge | The Lesson Lessons 24, 119, 121, 125 Maintenance: Meeting Lesson 25 Written Practice Lessons 24, 25, 26, 27, 119, 121, 125 Assessment: Written Assessment 5, 6 | New Concept Lessons 4, 7, 31, 33, 56, 91 Investigation 1, 4A Maintenance: Written Practice Lessons 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 22, 25, 27, 31, 32, 33, 34, 35, 36, 37, 39, 41, 42, 43, 44, 47, 50, 51, 52, 54, 60, 64, 77, 81, 83, 90, 91, 92, 95, 96, 97, 98, 100 Assessment: Tests 8, 9, 10 | ||||||||

19 | comprehen | 1 recall | ||||||||||||||

20 | application | 2 skills | ||||||||||||||

21 | analysis | 3 strategic | ||||||||||||||

22 | synthesis | 4 extended | ||||||||||||||

23 | eval | |||||||||||||||

24 | MA 4.1.1d | Classify a number as even or odd. | Classify | Even, odd numbers | Why do we need to classify numbers? How do we classify numbers? | knowledge | The Lesson Lessons 25, 26 Maintenance: Meeting Lessons 26, 34, 51, 52, 56, 57, 58, 82 | New Concept Lesson 10 Investigation 1 Maintenance: Written Practice Lessons 10, 11, 12, 13, 14, 15, 16, 17, 18, 26, 27, 32, 39, 48, 63, 103 Problem Solving Lessons 17, 20, 63 | ||||||||

25 | comprehen | 1 recall | ||||||||||||||

26 | application | 2 skills | ||||||||||||||

27 | analysis | 3 strategic | ||||||||||||||

28 | synthesis | 4 extended | ||||||||||||||

29 | eval | |||||||||||||||

30 | REGIONAL PRIORITY MA 4.1.1.e TESTED DOK level 2 | Represent a fraction as parts of a whole and/or parts of a set. | Represent | Fractions, parts, whole, set | Why would we represent numbers in wholes or parts? | Knowledge | The Lesson Lessons 1, 17, 107 Maintenance: Meeting Lessons 18, 19, 20 Written Practice Lessons 17, 18, 20, 21, 22, 24, 25, 26, 27, 28, 107, 108 Assessment: Written Assessment 4, 5, 6, 22 | New Concept Lessons 22, 26, 35, 37, 39, 61, 74, 103, 104, 107, 109, 112 Investigation 5, 9 Maintenance: Written Practice Lessons 22, 23, 25, 26, 27, 28, 29, 31, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 48, 49, 50, 53, 54, 55, 58, 61, 62, 63, 64, 65, 66, 67, 69, 71, 74, 75, 79, 81, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 107, 109, 110, 111, 112, 113 Problem Solving Lessons 37, 39 Assessment: Tests 4, 6, 7, 8, 9, 11, 12, 21, 23 | ||||||||

31 | comprehen | 1 recall | ||||||||||||||

32 | application | 2 skills | ||||||||||||||

33 | analysis | 3 strategic | ||||||||||||||

34 | synthesis | 4 extended | ||||||||||||||

35 | eval | |||||||||||||||

36 | REGIONAL PRIORITY MA 4.1.1.f TESTED DOK level 1 | Use visual models to find equivalent fractions e.g., | Use, find | Visual model, equivalent fractions | How can equivalent fractions be shown in different ways? Why do we represent amounts with equivalent fractions? | Knowledge | The Lesson Lessons 67, 98 Maintenance: Meeting Lessons 68, 69, 99, 100 Written Practice Lessons 67, 68, 98, 99, 100, 101 | New Concept Lessons 39, 56, 89, 103, 109 Investigation 9 Maintenance: Written Practice Lessons 56, 64, 89, 90, 91, 92, 93, 94, 95, 96, 97, 99, 100, 101, 102, 103, 104, 107, 109, 110, 111, 112, 113 Assessment: Test 23 | ||||||||

37 | comprehen | 1 recall | ||||||||||||||

38 | application | 2 skills | ||||||||||||||

39 | analysis | 3 strategic | ||||||||||||||

40 | synthesis | 4 extended | ||||||||||||||

41 | eval | |||||||||||||||

42 | MA 4.1.1.g | Determine the size of a fraction relative to one-half using equivalent forms (e.g., Is 3/8 more or less than one-half? | Determine | 1/2 equivalent fractions | How can 1/2 be represented in other ways? How can we use 1/2 to determine the size of other fractions? | Knowledge | The Lesson Lesson 98 Maintenance: Meeting Lessons 78, 99, 100 Written Practice Lessons 98, 99, 100, 101 Assessment: Written Assessment 20 | New Concept Lessons 56, 103, 109 Maintenance: Written Practice Lessons 56, 103, 109, 116 | ||||||||

43 | comprehen | 1 recall | ||||||||||||||

44 | application | 2 skills | ||||||||||||||

45 | analysis | 3 strategic | ||||||||||||||

46 | synthesis | 4 extended | ||||||||||||||

47 | eval | |||||||||||||||

48 | REGIONAL PRIORITY MA 4.1.1h TESTED DOK level 1 | Locate fractions on a number line. | Locate | fractions on a number line | Why do we show fractions on a number line? How do we show fractions on a number line? | knowledge | The Lesson Lessons 26, 119 Maintenance: Meeting Lessons 28, 30 Written Practice Lessons 26, 27, 29, 30, 31, 34, 82, 84, 88, 93, 119, 120, 122 Assessment: Written Assessment 6, 18, 24 | New Concept Lessons 37, 39, 102 Maintenance: Written Practice Lessons 37, 46, 48, 49, 54, 57, 58, 62, 63, 67, 68, 69, 75, 76, 77, 78, 85, 103, 104, 111 Problem Solving Lessons 42, 47 Assessment: Test 8 | ||||||||

49 | comprehen | 1 recall | ||||||||||||||

50 | application | 2 skills | ||||||||||||||

51 | analysis | 3 strategic | ||||||||||||||

52 | synthesis | 4 extended | ||||||||||||||

53 | eval | |||||||||||||||

54 | MA 4.1.1i | Round a whole number to millions. | Round | whole numbers to the millions | How do we round large numbers? Why do we round large numbers? | knowledge | The Lesson Lessons 13, 32, 118 Maintenance: Meeting Lessons 14–24, 33–37, 119–140 Written Practice Lessons 13–23, 32–37, 118, 119, 124, 133, 134, 136, 138 Assessment: Written Assessment 24, 26 | New Concept Lesson 117 Written Practice Lesson 117 | ||||||||

55 | comprehen | 1 recall | ||||||||||||||

56 | application | 2 skills | ||||||||||||||

57 | analysis | 3 strategic | ||||||||||||||

58 | synthesis | 4 extended | ||||||||||||||

59 | eval | |||||||||||||||

60 | Concept | |||||||||||||||

61 | MA 4.1.2 OPERATIONS: Students will demonstrate the meaning of division with whole numbers. | |||||||||||||||

62 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

63 | REGIONAL PRIORITY MA 4.1.2 a TESTED DOK level 2 | Use drawings, words and symbols to explain the meaning of division (e.g., as repeated subtraction: Sarah has 24 candies. She put them into pages of 6 candies each. How many bags did Sarah use?) (e.g., as equal sharing: Paul has 24 candies. He wants to share them equally among his 6 friends. How many candies will each friend receive?) | Use, explain | drawings, words to show division as repeated subtraction | Why do we use pictures, words, and symbols to show division? How do we use pictures, words, and symbols to show division? | knowledge | The Lesson Lessons 22, 43, 69, 74, 75, 76, 81, 88, 92 Maintenance: Meeting Lessons 70, 75–80, 84, 89–91, 93, 94, 96 Written Practice Lessons 22, 69, 70, 74, 75, 78–96 Assessment: Written Assessment 16, 17, 18 | New Concept Lessons 46, 47, 51, 52, 53, 55, 64, 65, 68, 71, 76, 80, 88, 105, 109, 118 Maintenance: Written Practice Lessons 46, 53 Problem Solving Lessons 21, 114 | ||||||||

64 | comprehen | 1 recall | ||||||||||||||

65 | application | 2 skills | ||||||||||||||

66 | analysis | 3 strategic | ||||||||||||||

67 | synthesis | 4 extended | ||||||||||||||

68 | eval | |||||||||||||||

69 | MA 4.1.3 COMPUTATION: Students will compute fluently and accurately using appropriate strategies and tools. | |||||||||||||||

70 | REGIONAL PRIORITY MA 4.1.3a | Compute whole number division facts 0-10 fluently. | Compute | Whole number division facts, 1-10 | Why should we know division facts? | knowledge | The Lesson Lesson 75 Maintenance: Written Practice Lesson 75 | New Concept Lessons 46, 47, 51, 52 Maintenance: Written Practice Lessons 46, 47, 48, 49, 50, 51, 52, 53, 54, 56, 57, 58, 63 | ||||||||

71 | comprehen | 1 recall | ||||||||||||||

72 | application | 2 skills | ||||||||||||||

73 | analysis | 3 strategic | ||||||||||||||

74 | synthesis | 4 extended | ||||||||||||||

75 | eval | |||||||||||||||

76 | REGIONAL PRIORITY MA 4.1.3b TESTED DOK level 1 | Add and subtract decimals to the hundredths place (e.g., money) | Add, subtract | decimals to the hundredths place | Why do we add and subtract decimals? How do we add and subtract decimals? | knowledge | The Lesson Lessons 38, 39, 65, 66, 125, 126 Maintenance: Meeting Lessons 39, 40, 42, 65–95 Written Practice Lessons 38, 39, 40, 41, 42, 48, 50, 65, 66, 67, 68, 69, 70, 71, 73, 74, 75, 77, 78, 79, 80, 82, 125 Assessment: Written Assessment 9, 12, 13, 14, 15 | New Concept Lessons 22, 30, 41, 43, 50, 83, 91 Maintenance: Written Practice Lessons 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120 Problem Solving Lessons 76, 78, 87 Assessment: Tests 9, 11, 18, 19, 20, 23 | ||||||||

77 | comprehen | 1 recall | ||||||||||||||

78 | application | 2 skills | ||||||||||||||

79 | analysis | 3 strategic | ||||||||||||||

80 | synthesis | 4 extended | ||||||||||||||

81 | eval | |||||||||||||||

82 | REGIONAL PRIORITY MA 4.1.3c TESTED DOK level 1 | Multiply two digit whole numbers. | Multiply | Two digit whole numbers | Why is multiplying a two-digit number a faster way to solve a problem? How is multiplying a two-digit number a faster way to solve a problem? | knowledge | The Lesson Lessons 48, 54, 108, 113 Maintenance: Meeting Lessons 48, 50–52, 55, 56, 109, 110, 114 Written Practice Lessons 48–57, 108–116 Assessment: Written Assessment 10, 21 | New Concept Lessons 87, 90, 93 Maintenance: Written Practice Lessons 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 109, 110, 111, 112, 117, 119 Assessment: Test 19 | ||||||||

83 | comprehen | 1 recall | ||||||||||||||

84 | application | 2 skills | ||||||||||||||

85 | analysis | 3 strategic | ||||||||||||||

86 | synthesis | 4 extended | ||||||||||||||

87 | eval | |||||||||||||||

88 | MA 4.1.3d | Divide a three-digit number with one digit divisor with and without a remainder. | Three-digit number, one digit divisor, remainder | Divide | Why are large numbers divided by smaller numbers with some left over? How are large numbers divided by smaller numbers with some left over? | knowledge | The Lesson Lesson 92 Maintenance: Meeting Lessons 93, 94 Written Practice Lessons 92, 93, 94, 95, 96, 98, 99, 100 Assessment: Written Assessment 19 | New Concept Lessons 65, 68, 71, 76, 80 Maintenance: Written Practice Lessons 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 107, 108, 115 | ||||||||

89 | comprehen | 1 recall | ||||||||||||||

90 | application | 2 skills | ||||||||||||||

91 | analysis | 3 strategic | ||||||||||||||

92 | synthesis | 4 extended | ||||||||||||||

93 | eval | |||||||||||||||

94 | REGIONAL PRIORITY MA 4.1.3e TESTED DOK level 1 | Mentally compute multiplication and division involving powers of 10. | Mentally compute | multiplication, division powers of 10 | Why would we multiply and divide by 10 mentally? | knowledge | The Lesson Lesson 34 Maintenance: Meeting Lesson 35 Written Practice Lessons 34, 35 | New Concept Lessons 42, 67, 85, 86, 93 Maintenance: Written Practice Lessons 42, 48, 59, 64, 67, 73, 76, 78, 79, 80, 85, 86, 87, 89, 90, 94, 95, 96, 97, 98, 99, 100, 103, 106 Assessment: Tests 19, 20 | ||||||||

95 | comprehen | 1 recall | ||||||||||||||

96 | application | 2 skills | ||||||||||||||

97 | analysis | 3 strategic | ||||||||||||||

98 | synthesis | 4 extended | ||||||||||||||

99 | eval | |||||||||||||||

100 | REGIONAL PRIORITY MA 4.1.3f TESTED DOK level 2 | Select and apply the appropriate methods of computation when problem-solving (e.g., models, mental computation, paper-pencil.) | Select apply | methods of computation problem solving | Why are there different ways to solve problems? | knowledge | The Lesson Lessons 6, 13, 16, 22, 32, 36, 43, 48, 54, 58, 59, 65, 69, 71, 72, 76, 88, 92, 108, 113, 118, 135, 138 Maintenance: Meeting Lessons 14, 17, 18, 33–37, 39, 40, 42, 44, 46, 48, 51, 56, 58, 62, 66, 70, 72, 73, 74, 76, 87, 114, 121, 126, 127, 129, 132, 134, 136, 137, 138, 139, 140 Written Practice Lessons 6–9, 13–23, 25–38, 43, 44, 46, 48–63, 65–67, 69–83, 85–97, 96–116, 118–140 Assessment: Written Assessment 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27 Oral Assessment 7, 10 | New Concept Lessons 1, 2, 8, 9, 11, 13, 14, 15, 17, 25, 30, 31, 32, 38, 41, 42, 43, 44, 47, 48, 49, 51, 52, 53, 57, 58, 59, 60, 65, 67, 68, 71, 83, 86, 88, 94, 101 Maintenance: Written Practice Lessons 1–120 Problem Solving Lessons 1, 2, 6, 7, 9, 10, 12, 16, 17, 20, 21, 28, 32, 34, 38, 49, 52, 56, 62, 65, 67, 68, 71, 73, 74, 78, 80, 83, 90, 95, 99, 114 Assessment: Tests 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23 | ||||||||

101 | comprehen | 1 recall | ||||||||||||||

102 | application | 2 skills | ||||||||||||||

103 | analysis | 3 strategic | ||||||||||||||

104 | synthesis | 4 extended | ||||||||||||||

105 | eval | |||||||||||||||

106 | MA 4.1.4 ESTIMATION: Students will estimate and check reasonableness of answers using appropriate strategies and tools. | |||||||||||||||

107 | MA 4.1.4a | Estimate the two digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness. | Estimate check | Two digit quotient of whole numbers with division | Why do we estimate and check to make sure our answers are correct? How do we estimate and check to make sure our answers are correct? | knowledge | The Lesson Lessons 126, 135 Maintenance: Meeting Lesson 138 Written Practice Lesson 138 Assessment: Written Assessment 27 | New Concept Lessons 59, 93 Maintenance: Written Practice Lessons 59, 64, 71, 73, 74, 76, 87, 88, 93, 96, 114, 119 Assessment: Test 22 | ||||||||

108 | comprehen | 1 recall | ||||||||||||||

109 | application | 2 skills | ||||||||||||||

110 | analysis | 3 strategic | ||||||||||||||

111 | synthesis | 4 extended | ||||||||||||||

112 | eval | |||||||||||||||

113 | Grade 4 | |||||||||||||||

114 | MA 4.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines | |||||||||||||||

115 | MA 4.2.1 CHARACTERISTICS: Students will classify two-dimensional shapes and three-dimensional objects. | |||||||||||||||

116 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

117 | REGIONAL PRIORITY MA 4.2.1a TESTED DOK level 2 | Identify two-and three-dimensional shapes according to their sides and angle properties. | Two-and three-dimensional shapes, sides, angle properties | Identify | How do we identify two and three dimensional shapes? Why do we identify two and three dimensional shapes? | knowledge | The Lesson Lessons 63, 70, 86, 90, 91, 123, 124, 127, 128 Maintenance: Meeting Lessons 64, 65, 71, 77, 87, 88, 91, 128 Written Practice Lessons 63, 68, 70, 71, 72, 77, 86, 89, 90, 91, 92, 96, 111, 123, 124, 125, 126, 127, 128, 129, 130, 132, 134 Assessment: Written Assessment 18, 19, 22, 25, 26 Oral Assessment 8 | New Concept Lessons 21, 63, 66, 78, 82, 92, 98, 99, 100 Investigation 10 Maintenance: Written Practice Lessons 28, 63, 64, 65, 66, 67, 68, 70, 75, 77, 78, 79, 81, 84, 85, 86, 87, 88, 89, 91, 92, 93, 94, 95, 98, 99, 100, 103, 105, 106, 109, 111, 112, 113, 114, 117, 118, 119, 120 Problem Solving Lesson 27 Assessment: Tests 13, 14, 18, 19 | ||||||||

118 | comprehen | 1 recall | ||||||||||||||

119 | application | 2 skills | ||||||||||||||

120 | analysis | 3 strategic | ||||||||||||||

121 | synthesis | 4 extended | ||||||||||||||

122 | eval | |||||||||||||||

123 | REGIONAL PRIORITY MA 4.2.1b TESTED DOK level 1,2 | Classify an angle as acute, obtuse and right. | Angle, acute, obtuse, right | Classify | Why do we identify angles? | knowledge | The Lesson Lessons 64, 90, 109, 111 Maintenance: Meeting Lessons 110, 112, 128 Written Practice Lessons 109, 110, 111, 112, 113, 114, 115, 117, 118, 121, 127, 130 Assessment: Written Assessment 22, 23, 24 | New Concept Lessons 23, 45, 92 Maintenance: Written Practice Lessons 24, 25, 28, 31, 33, 38, 42, 43, 47, 52, 56, 58, 59, 60, 61, 72, 75, 85, 87, 88, 89, 90, 93, 99, 100, 106, 111, 112, 113, 118, 120 Assessment: Tests 7, 18 | ||||||||

124 | comprehen | 1 recall | ||||||||||||||

125 | application | 2 skills | ||||||||||||||

126 | analysis | 3 strategic | ||||||||||||||

127 | synthesis | 4 extended | ||||||||||||||

128 | eval | |||||||||||||||

129 | REGIONAL PRIORITY MA 4.2.1c TESTED DOK level 1 | Identify parallel, perpendicular and intersecting lines. | parallel, perpendicular, intersecting lines | Identify | How do lines move in different ways? | knowledge | The Lesson Lessons 64, 90, 91 Maintenance: Meeting Lessons 65, 67, 74 Written Practice Lessons 64, 65, 66, 67, 68, 72, 74, 81 Assessment: Written Assessment 14, 15 | New Concept Lesson 66 Maintenance: Written Practice Lessons 66, 67, 72, 80, 82, 83, 88, 90 Assessment: Test 17 | ||||||||

130 | comprehen | 1 recall | ||||||||||||||

131 | application | 2 skills | ||||||||||||||

132 | analysis | 3 strategic | ||||||||||||||

133 | synthesis | 4 extended | ||||||||||||||

134 | eval | |||||||||||||||

135 | MA 4.2.1d | Identify the property of congruency when dealing with plane geometric shapes. | Property of congruency, plane geometric shapes | Identify | How are figures congruent? | knowledge | The Lesson Lesson 70 Maintenance: Meeting Lessons 71, 77 Written Practice Lessons 70, 71, 77 Assessment: Written Assessment 14, 15 | Investigation 8 Assessment: Test 14 | ||||||||

136 | comprehen | 1 recall | ||||||||||||||

137 | application | 2 skills | ||||||||||||||

138 | analysis | 3 strategic | ||||||||||||||

139 | synthesis | 4 extended | ||||||||||||||

140 | eval | |||||||||||||||

141 | ||||||||||||||||

142 | MA 4.2.2 COORDINATE GEOMETRY: Students will describe locations using coordinate geometry. | |||||||||||||||

143 | REGIONAL PRIORITY MA 4.2.2a TESTED DOK level 1 | Identify the ordered pair of a plotted point in first quadrant by its location (e.g., (2,33) is a point two right and three up from the origin.) | Ordered pair, plotted point, first quadrant, location | Identify | How do we locate numbers on a grid? Why do we locate numbers on a grid? | knowledge | The Lesson Lesson 136 Maintenance: Meeting Lesson 137 Written Practice Lessons 136, 137, 138, 139 Assessment: Written Assessment 27 | New Concept Lesson 73 Maintenance: Written Practice Lessons 73, 74, 76, 78, 84, 88, 90, 94, 97, 101, 105, 109, 112, 113, 116 | ||||||||

144 | comprehen | 1 recall | ||||||||||||||

145 | application | 2 skills | ||||||||||||||

146 | analysis | 3 strategic | ||||||||||||||

147 | synthesis | 4 extended | ||||||||||||||

148 | eval | |||||||||||||||

149 | MA 4.2.3 TRANSFORMATIONS: Students will identify simple transformations. | |||||||||||||||

150 | MA 4.2.3a | Given two congruent geometric shapes, identify the transformation (e.g., translation, rotation, reflection) applied to the original shape to create a transformed shape. | Congruent geometric shapes, transformation translation, rotation, reflection, transformed shape | Identify | How do we move a congruent shape to a new one? | knowledge | The Lesson Lesson 46 Maintenance: Meeting Lesson 47 Written Practice Lessons 46, 47, 50, 51 Assessment: Written Assessment 10 | New Concept Lessons 21, 22, 23, 26, 35, 45, 56, 61, 62, 63, 66, 73, 74, 75, 78, 79, 81, 82, 83, 92, 98, 99, 100, 103, 109 Investigation 2, 3, 5, 11 Maintenance: Written Practice Lessons 3, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 65, 66, 67, 68, 69, 70, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 97, 98, 99, 100, 101, 103, 104, 105, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120 Problem Solving Lessons 37, 39, 58, 67, 77, 100, 103, 116 Assessment: Tests 5, 7, 8, 10, 11, 12, 13, 15, 17, 18, 20, 21, 23 | ||||||||

151 | comprehen | 1 recall | ||||||||||||||

152 | application | 2 skills | ||||||||||||||

153 | analysis | 3 strategic | ||||||||||||||

154 | synthesis | 4 extended | ||||||||||||||

155 | eval | |||||||||||||||

156 | MA. 4.2.4 SPATIAL MODELING: Students will use geometric models to solve problems. | |||||||||||||||

157 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

158 | MA 4.2.4.a | Given a geometric model, use it to solve a problem (e.g., what shapes a cylinder makes, streets run parallel and perpendicular.) | Model, problem | Solve, use | How can models be used to solve problems? Why can models be use to solve problems? | knowledge | The Lesson Lessons 123, 136 | New Concept Lesson 21 Investigation 2 Maintenance: Written Practice Lessons 21, 23, 25, 28, 30, 32, 33, 34, 37, 38, 42, 43, 45, 46, 66, 67, 71, 83, 89, 99, 100, 101 Assessment: Test 8 | ||||||||

159 | comprehen | 1 recall | ||||||||||||||

160 | application | 2 skills | ||||||||||||||

161 | analysis | 3 strategic | ||||||||||||||

162 | synthesis | 4 extended | ||||||||||||||

163 | eval | |||||||||||||||

164 | MA 4.2.5 MEASUREMENT: Students will apply appropriate procedures and tools to estimate and determine measurements using customary and metric units. | |||||||||||||||

165 | MA 4.2.5a | Select and use appropriate tools to measure perimeter of polygons | Perimeter, polygons | Select, use, measure | How do we find perimeter? Why do we find perimeter? | knowledge | The Lesson Lesson 104 Maintenance: Meeting Lesson 107 Written Practice Lessons 104, 105, 106, 107, 109, 111 Assessment: Written Assessment 21, 22 | New Concept Lessons 19, 27, 101 Maintenance: Written Practice Lessons 19, 20, 23, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 45, 49, 50, 55, 65, 67, 79, 88, 92, 96, 98, 109, 117 Problem Solving Lessons 27, 41 Assessment: Tests 3, 5, 6 | ||||||||

166 | comprehen | 1 recall | ||||||||||||||

167 | application | 2 skills | ||||||||||||||

168 | analysis | 3 strategic | ||||||||||||||

169 | synthesis | 4 extended | ||||||||||||||

170 | eval | |||||||||||||||

171 | REGIONAL PRIORITY MA 4.2.5b TESTED DOK level 2 | Identify time to the minute on an analog clock. | Minute, analog clock, time | Identify | How do we tell time to the minute? Why do we tell time to the minute? | knowledge | The Lesson Lessons 7, 33 Maintenance: Meeting Lessons 8, 9, 13–42 Written Practice Lessons 7–9, 13, 43, 44, 62, 65, 70, 91, 93, 94, 102 Assessment: Written Assessment 2, 3, 4, 6, 7, 8, 14, 16, 18, 20 Oral Assessment 6 | New Concept Lessons 19, 27, 101 Maintenance: Written Practice Lessons 19, 20, 21, 23, 25, 27, 28, 29, 30, 31, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 45, 49, 50, 55, 58, 65, 66, 67, 72, 73, 86, 87, 88, 90, 92, 93, 96, 97, 98, 101, 109, 111, 117 Assessment: Tests 2, 6 | ||||||||

172 | comprehen | 1 recall | ||||||||||||||

173 | application | 2 skills | ||||||||||||||

174 | analysis | 3 strategic | ||||||||||||||

175 | synthesis | 4 extended | ||||||||||||||

176 | eval | |||||||||||||||

177 | REGIONAL PRIORITY MA 4.2.5c TESTED DOK level 2 | Solve problems involving elapsed time. | Elapsed time, problems | Solve | How do we find elapsed time? | knowledge | The Lesson Lessons 42, 44 Maintenance: Meeting Lessons 43–140 Written Practice Lessons 42, 43, 47, 55, 62, 63, 64, 65, 69, 70, 79, 83, 84, 86, 93, 94, 97, 102, 114, 118, 128 Assessment: Written Assessment 6, 9, 10, 11, 12, 14, 16, 18, 20 Oral Assessment 6 | New Concept Lessons 19, 27, 101 Maintenance: Written Practice Lessons 19, 20, 21, 23, 25, 27, 28, 29, 30, 31, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 45, 49, 50, 55, 58, 65, 66, 67, 72, 73, 86, 87, 88, 90, 92, 93, 96, 97, 98, 101, 109, 111, 117 Assessment: Tests 2, 6 | ||||||||

178 | comprehen | 1 recall | ||||||||||||||

179 | application | 2 skills | ||||||||||||||

180 | analysis | 3 strategic | ||||||||||||||

181 | synthesis | 4 extended | ||||||||||||||

182 | eval | |||||||||||||||

183 | REGIONAL PRIORITY MA 4.2.5d TESTED DOK level 1 | Identify the appropriate metric unit for measuring length, weight and capacity/volume (e.g., cm, m, Km, g, Kg, mL, L.) | Metric unit, length, weight, capacity/volume | Identify | How do we use metric units of measure? Why do we use metric units of measure? | knowledge | The Lesson Lessons 14, 15, 37, 73, 130, 132, 137 Maintenance: Meeting Lessons 15, 39, 133 Written Practice Lessons 14–140 | New Concept Lessons 40, 69, 77 Investigation 2, 11 Maintenance: Written Practice Lesson 77 Problem Solving Lessons 64, 69 | ||||||||

184 | comprehen | 1 recall | ||||||||||||||

185 | application | 2 skills | ||||||||||||||

186 | analysis | 3 strategic | ||||||||||||||

187 | synthesis | 4 extended | ||||||||||||||

188 | eval | |||||||||||||||

189 | MA 4.2.5e | Estimate and measure length using customary (nearest 1/2 inch) and metric (nearest centimeter) units. | Customary, metric | Estimate, measure | How do we use metric and customary units of measure? Why do we use metric and sutomary units of measure? | knowledge | The Lesson Lessons 18, 37, 104, 119 Maintenance: Written Practice Lesson 37 | Investigation 2 Maintenance: Written Practice Lessons 22, 24, 39, 40, 41, 42, 44, 45, 46 Problem Solving Lesson 42 | ||||||||

190 | comprehen | 1 recall | ||||||||||||||

191 | application | 2 skills | ||||||||||||||

192 | analysis | 3 strategic | ||||||||||||||

193 | synthesis | 4 extended | ||||||||||||||

194 | eval | |||||||||||||||

195 | MA 4.2.5f | Measure weight and temperature using customary units. | Weight, temperature, customary units | Measure | How are customary units used to measure? | knowledge | The Lesson Lessons 73, 77, 78, 137 Maintenance: Meeting Lesson 138 Written Practice Lessons 77, 78, 79, 80, 137 Assessment: Oral Assessment 6 | New Concept Lessons 18, 101 Maintenance: Written Practice Lessons 18, 19, 20, 21, 24, 28, 35, 50, 59, 65, 79, 100, 109, 117 Assessment: Test 4 | ||||||||

196 | comprehen | 1 recall | ||||||||||||||

197 | application | 2 skills | ||||||||||||||

198 | analysis | 3 strategic | ||||||||||||||

199 | synthesis | 4 extended | ||||||||||||||

200 | eval | |||||||||||||||

201 | MA 4.2.5g TESTED DOK level 2,3 | Compute simple unit conversions for length within a system of measurement. | Length, conversions | Compute | How can lengths be stated in more than one way? Why can lengths be stated in more than one way? | knowledge | The Lesson Lessons 14, 37, 119 Maintenance: Meeting Lessons 15, 38, 120 Written Practice Lessons 14, 38, 119, 120, 122, 133 | New Concept Lesson 69 Investigation 2 Maintenance: Written Practice Lessons 22, 25, 26, 27, 29, 33, 34, 37, 39, 41, 43, 48, 57, 64, 69, 70, 71, 72, 73, 74, 76, 77, 78, 79, 82, 85, 88, 90, 92, 94, 97, 100, 101, 102, 103, 104, 108, 113 Problem Solving Lesson 104 Assessment: Tests 9, 13, 14, 15, 18 | ||||||||

202 | comprehen | 1 recall | ||||||||||||||

203 | application | 2 skills | ||||||||||||||

204 | analysis | 3 strategic | ||||||||||||||

205 | synthesis | 4 extended | ||||||||||||||

206 | eval | |||||||||||||||

207 | MA 4.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||

208 | Grade 4 | |||||||||||||||

209 | MA 4.3.1 RELATIONSHIPS: Students will represent and analyze relationships. | |||||||||||||||

210 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

211 | MA 4.3.1a | Describe, extend and apply rules about numeric patterns.. | Rules, numeric patterns | Describe, apply, estend | How do patterns follow rules? | knowledge | The Lesson Lessons 9, 31, 106 Maintenance: Meeting Lessons 26, 31, 33, 41, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117 Written Practice Lessons 9, 13, 16, 18, 23, 31, 33, 36, 39, 40, 41, 42, 106, 107, 108, 110, 111, 115, 117 Assessment: Written Assessment 2, 3, 4, 7, 8, 22, 23 Oral Assessment 3 | |||||||||

212 | comprehen | 1 recall | ||||||||||||||

213 | application | 2 skills | New Concept Lessons 3, 28, 32, 38, 58 Investigation 1, 8 Maintenance: Written Practice Lessons 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 32, 33, 34, 35, 37, 38, 39, 40, 41, 42, 46, 52, 53, 54, 74, 109, 113, 114 Problem Solving Lessons 3, 8, 11, 12, 22, 24, 30, 31, 35, 43, 45, 49, 50, 55, 60, 62, 92, 94, 105, 108, 112, 113, 115, 117, 120 Assessment: Tests 1, 5, 6, 10, 22, 23 | |||||||||||||

214 | analysis | 3 strategic | ||||||||||||||

215 | synthesis | 4 extended | ||||||||||||||

216 | eval | |||||||||||||||

217 | MA 4.3.1b | Represent and analyze a variety of patterns using words, tables and graphs. | Patterns, rules, table, graphs | Represent, analyze | How do we use graphs and tables? Why do we use graphs and tables? | knowledge | The Lesson Lessons 9, 31, 106 Maintenance: Meeting Lessons 26, 31, 33, 41, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117 Written Practice Lessons 9, 13, 16, 18, 23, 31, 33, 36, 39, 40, 41, 42, 106, 107, 108, 110, 111, 115, 117 Assessment: Written Assessment 2, 3, 4, 7, 8, 22, 23 Oral Assessment 3 | New Concept Lessons 32, 38, 58 Investigation 1, 8 Maintenance: Written Practice Lessons 46, 54, 109, 114 Problem Solving Lessons 3, 8, 11, 12, 22, 24, 30, 31, 35, 43, 45, 49, 50, 55, 60, 62, 92, 94, 105, 108, 112, 113, 115, 117, 120 Assessment: Tests 22, 23 | ||||||||

218 | comprehen | 1 recall | ||||||||||||||

219 | application | 2 skills | ||||||||||||||

220 | analysis | 3 strategic | ||||||||||||||

221 | synthesis | 4 extended | ||||||||||||||

222 | eval | |||||||||||||||

223 | MA 4.3.1c TESTED DOK level 2 | Use ≥ and ≤ symbols to compare quantities. | Quantities, symbols | Compare, use | How are symbols used to compare quantities? Why are symbols used to compare quantities? | knowledge | The Lesson Lesson 24 Maintenance: Meeting Lessons 27, 28, 29 Written Practice Lessons 24, 25, 26, 27, 29, 45 Assessment: Written Assessment 5, 6, 7 Oral Assessment 4 | New Concept Lessons 56, 103 Investigation 1 Maintenance: Written Practice Lessons 11, 12, 14, 15, 16, 18, 19, 20, 23, 24, 25, 26, 27, 28, 29, 31, 33, 34, 36, 39, 40, 45, 52, 56, 57, 58, 59, 61, 62, 64, 66, 67, 71, 78, 100, 104, 105, 106, 107, 108, 109, 111, 116, 119 Assessment: Tests 12, 13, 21, 23 | ||||||||

224 | comprehen | 1 recall | ||||||||||||||

225 | application | 2 skills | ||||||||||||||

226 | analysis | 3 strategic | ||||||||||||||

227 | synthesis | 4 extended | ||||||||||||||

228 | eval | |||||||||||||||

229 | REGIONAL PRIORITY MA 4.3.1d TESTED DOK level 2 | Select appropriate operational and relational symbols to make a number sentence true. | Number sentence, operational and relational symbols, | Select, make | How can symbols be used to make number sentences true? Why can symbols be used to make number sentences true? | knowledge | The Lesson Lesson 24 Maintenance: Meeting Lessons 27, 28, 29 Written Practice Lessons 24, 25, 26, 27, 29, 45 Assessment: Written Assessment 5, 6, 7 Oral Assessment 4 | New Concept Lessons 56, 103 Investigation 1 Maintenance: Written Practice Lessons 11, 12, 14, 15, 16, 18, 19, 20, 23, 24, 25, 26, 27, 28, 29, 31, 33, 34, 36, 39, 40, 45, 52, 56, 57, 58, 59, 61, 62, 64, 66, 67, 71, 78, 100, 104, 105, 106, 107, 108, 109, 111, 116, 119 Assessment: Tests 12, 13, 21, 23 | ||||||||

230 | comprehen | 1 recall | ||||||||||||||

231 | application | 2 skills | ||||||||||||||

232 | analysis | 3 strategic | ||||||||||||||

233 | synthesis | 4 extended | ||||||||||||||

234 | eval | |||||||||||||||

235 | MA 4.3.2 MODELING IN CONTEXT: Students will create and use models to represent mathematical situations. | |||||||||||||||

236 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

237 | MA 4.3.2a | Model situations that involve the multiplication of whole numbers using objects, number lines and symbols. | Whole numbers, objects, number lines, symbols | Model, use | How can pictures be used to show problems? Why can pictures be use to show problems? | knowledge | The Lesson Lessons 21, 29, 71, 72, 74 Maintenance: Meeting Lessons 72, 73, 74, 76 Written Practice Lessons 71, 72, 73, 74, 76 Assessment: Written Assessment 14, 15 | |||||||||

238 | comprehen | 1 recall | New Concept Lesson 55 Investigation 3 Maintenance: Written Practice Lessons 32, 40, 53, 55, 57 | |||||||||||||

239 | application | 2 skills | ||||||||||||||

240 | analysis | 3 strategic | ||||||||||||||

241 | synthesis | 4 extended | ||||||||||||||

242 | eval | |||||||||||||||

243 | MA 4.3.2b | Describe and model quantitative change involving multiplication (e.g., money doubling.) | Quantitaive change | Describe, model | Why is multiplication a more efficient way to solve a problem? | knowledge | The Lesson Lessons 34, 126 Maintenance: Meeting Lessons 35, 127, 128 Written Practice Lessons 34, 35, 126, 127, 128, 129, 130 Assessment: Written Assessment 25 | New Concept Lessons 44, 45, 46, 48, 55, 85, 86, 87, 90, 93 Maintenance: Written Practice Lessons 90, 93 | ||||||||

244 | comprehen | 1 recall | ||||||||||||||

245 | application | 2 skills | ||||||||||||||

246 | analysis | 3 strategic | ||||||||||||||

247 | synthesis | 4 extended | ||||||||||||||

248 | eval | |||||||||||||||

249 | MA 4.3.3 PROCEDURES: Students will identify and apply properties of whole numbers to solve equations involving multiplication and division. | |||||||||||||||

250 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

251 | MA 4.3.3a | Represent the idea of a variable as an unknown quantity using a letter or a symbol (e.g., n+3, b-2.) | Variable, unknown quantity, letter, symbol | Represent | How can variable represent numbers? | knowledge | The Lesson Lesson 116 Maintenance: Meeting Lessons 117, 119, 120, 121, 122, 123, 124, 125, 126, 127 Written Practice Lessons 117, 119, 120, 126 Assessment: Written Assessment 25 | New Concept Lessons 1, 2, 12, 14, 16, 24, 25, 41, 60, 106 Investigation 12 Maintenance: Written Practice Lessons 1, 2, 4, 5, 6, 8, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 49, 50, 51, 52, 53, 54, 57, 58, 59, 60, 82, 108, 109 Problem Solving Lessons 1, 101 | ||||||||

252 | comprehen | 1 recall | ||||||||||||||

253 | application | 2 skills | ||||||||||||||

254 | analysis | 3 strategic | ||||||||||||||

255 | synthesis | 4 extended | ||||||||||||||

256 | eval | |||||||||||||||

257 | MA 4.3.3b | Use symbolic representation of the identity property of multiplication (e.g., 5*1=5) | symbolic representation, identity property of multiplication | Use | How can symbols represent multiplication? | knowledge | The Lesson Lessons 21, 97 | New Concept Lesson 28 | ||||||||

258 | comprehen | 1 recall | ||||||||||||||

259 | application | 2 skills | ||||||||||||||

260 | analysis | 3 strategic | ||||||||||||||

261 | synthesis | 4 extended | ||||||||||||||

262 | eval | |||||||||||||||

263 | REGIONAL PRIORITY MA 4.3.3c TESTED DOK level 1 | Use symbolic representation of the commutative property of multiplication (e.g., 2*3=∆*2.) | Symbolic representation, commutative property of multiplication | Use | How can symbols represent communicative property of multiplicaiton? | knowledge | The Lesson Lessons 25, 97 | New Concept Lesson 28 Maintenance: Written Practice Lesson 28 | ||||||||

264 | comprehen | 1 recall | ||||||||||||||

265 | application | 2 skills | ||||||||||||||

266 | analysis | 3 strategic | ||||||||||||||

267 | synthesis | 4 extended | ||||||||||||||

268 | eval | |||||||||||||||

269 | REGIONAL PRIORITY MA 4.3.3d TESTED DOK level 1 | Solve simple one-step whole number equations (e.g., x+2=3, 3*y=6)) | Whole number equations | Solve | How can we you math processes to solve equations with missing numbers? Why can we use math processes to solve equations with missing numbers? | knowledge | The Lesson Lesson 116 Maintenance: Meeting Lessons 119, 120, 121, 122, 123, 124, 125, 126, 127 Written Practice Lessons 117, 119, 120, 126 Assessment: Written Assessment 25 | New Concept Lessons 1, 2, 12, 14, 16, 24, 25, 41, 60, 106 Investigation 12 Maintenance: Written Practice Lessons 1, 2, 4, 5, 6, 8, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 49, 50, 51, 52, 53, 54, 57, 58, 59, 60, 82, 108, 109 Problem Solving Lessons 1, 101 | ||||||||

270 | comprehen | 1 recall | ||||||||||||||

271 | application | 2 skills | ||||||||||||||

272 | analysis | 3 strategic | ||||||||||||||

273 | synthesis | 4 extended | ||||||||||||||

274 | eval | |||||||||||||||

275 | MA 4.3.3e | Explain the procedure(s) used in solving simple one-step whole number equations . | Procedures, whole number equations | Explain | If we can explain it, we can solve it. Why can we solve equations for which we can explain the procedures? | knowledge | The Lesson Lesson 116 Maintenance: Meeting Lessons 119, 120, 121, 122, 123, 124, 125, 126, 127 Written Practice Lessons 117, 119, 120, 126 Assessment: Written Assessment 25 | New Concept Lessons 25, 60, 106 Investigation 12 Maintenance: Written Practice Lessons 12, 14 Problem Solving Lessons 1, 2, 101 | ||||||||

276 | comprehen | 1 recall | ||||||||||||||

277 | application | 2 skills | ||||||||||||||

278 | analysis | 3 strategic | ||||||||||||||

279 | synthesis | 4 extended | ||||||||||||||

280 | eval | |||||||||||||||

281 | MA 4.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | |||||||||||||||

282 | Grade 4 | |||||||||||||||

283 | Concept | |||||||||||||||

284 | MA 4.4.1 DISPLAY AND ANALYSIS: Students will organize, display, compare and interpret data. | |||||||||||||||

285 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | ||||||||

286 | MA 4.4.1a | Represent data using dot/line plots. | Data, dot/line plots | Represent | How can data be shown on a dot, line plot? | knowledge | No Saxon lessons | Investigation 6, 8 Maintenance: Written Practice Lessons 67, 110 | ||||||||

287 | comprehen | 1 recall | ||||||||||||||

288 | application | 2 skills | ||||||||||||||

289 | analysis | 3 strategic | ||||||||||||||

290 | synthesis | 4 extended | ||||||||||||||

291 | eval | |||||||||||||||

292 | REGIONAL PRIORITY MA 4.4.1b TESTED DOK level 2 | Compare different representations of the same data. | Representations, data | Compare | How can data be represented in different ways? | knowledge | No Saxon lessons | Investigation 6 Maintenance: Written Practice Lesson 101 | ||||||||

293 | comprehen | 1 recall | ||||||||||||||

294 | application | 2 skills | ||||||||||||||

295 | analysis | 3 strategic | ||||||||||||||

296 | synthesis | 4 extended | ||||||||||||||

297 | eval | |||||||||||||||

298 | REGIONAL PRIORITY MA 4.4.1c TESTED DOK level 2 | Interpret and draw conclusions using dot/line plots. | Conclusions, dot/line plots | Interpret, draw | How can we get information from a dot/line plot? | Knowledge | No Saxon lessons | Investigation 6, 8 Maintenance: Written Practice Lessons 67, 82, 87, 90, 108, 110, 118 | ||||||||

299 | comprehen | 1 recall | ||||||||||||||

300 | application | 2 skills | ||||||||||||||

301 | analysis | 3 strategic | ||||||||||||||

302 | synthesis | 4 extended | ||||||||||||||

303 | eval | |||||||||||||||

304 | MA 4.4.1d | Find the mode and range for a set of whole numbers. | Mode, range, set of whole numbers | Find | How can mode and range be used to fine information from a set of whole numbers? | knowledge | The Lesson Lesson 114 Maintenance: Meeting Lesson 114 Written Practice Lessons 115, 117 | New Concept Lesson 97 Maintenance: Written Practice Lessons 97, 98, 101, 103, 104, 109, 118 | ||||||||

305 | comprehen | 1 recall | ||||||||||||||

306 | application | 2 skills | ||||||||||||||

307 | analysis | 3 strategic | ||||||||||||||

308 | synthesis | 4 extended | ||||||||||||||

309 | eval | |||||||||||||||

310 | MA 4.4.1e | Find the whole number mean for a set of whole numbers. | Mean (average) | Find | How can we find the mean of a set of whole numbers? | Knowledge | The Lesson Lessons 93, 94 Maintenance: Meeting Lessons 94, 95, 105 Written Practice Lessons 93, 94, 96, 97, 99, 100, 101 Assessment: Written Assessment 20 | New Concept Lesson 97 Maintenance: Written Practice Lessons 97, 98, 101, 103 | ||||||||

311 | comprehen | 1 recall | ||||||||||||||

312 | application | 2 skills | ||||||||||||||

313 | analysis | 3 strategic | ||||||||||||||

314 | synthesis | 4 extended | ||||||||||||||

315 | eval | |||||||||||||||

316 | MA 4.4.2 PREDICTIONS AND INFERENCES: Students will construct predictions based on data. | |||||||||||||||

317 | REGIONAL PRIORITY MA 4.4.2a TESTED DOK level 2 | Make predictions based on data to answer questions from tables and bar graphs. | Predictions, data, questions, tables,bar graphs | Make, answer | How can we use tables and graphs to predict outcomes? Why can we use tables and graphs to predict outcomes? | Knowledge | The Lesson Lessons 110, 120, 140 | Problem Solving Lesson 86 | ||||||||

318 | comprehen | 1 recall | ||||||||||||||

319 | application | 2 skills | ||||||||||||||

320 | analysis | 3 strategic | ||||||||||||||

321 | synthesis | 4 extended | ||||||||||||||

322 | eval | |||||||||||||||

323 | MA 344.3 PROBABILITY: Students will find and describe experimental probability. | |||||||||||||||

324 | MA 4.4.3a | Perform simple experiments and compare the degree of likelihood (e.g., more likely, equally likely or less likely.) | Experiments, degree of likelihood | Perform, compare | How can we predict outcomes of experiments? | Knowledge | The Lesson Lessons 110, 120 Maintenance: Meeting Lessons 111, 113, 121 Written Practice Lessons 110, 112, 120, 121, 127, 129 Assessment: Written Assessment 23, 25 | Investigation 10 Maintenance: Written Practice Lessons 102, 103, 107, 108, 112, 114, 115, 118, 119, 120 Problem Solving Lesson 86 | ||||||||

325 | comprehen | 1 recall | ||||||||||||||

326 | application | 2 skills | ||||||||||||||

327 | analysis | 3 strategic | ||||||||||||||

328 | synthesis | 4 extended | ||||||||||||||

329 | eval | |||||||||||||||

330 |

1 | MA 5.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

2 | Grade 5 | ||||||||||||||

3 | Concept | ||||||||||||||

4 | MA 5.1.1 NUMBER SYSTEM: Students will represent and show relationships among positive rational numbers within the base-ten number system. | ||||||||||||||

5 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math Intermediate 5 © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade 5 | ASSESSMENT core, common | |||||||

6 | MA 5.1.1 a TESTED DOK level 2 | Demonstrate multiple equivalent representations for whole numbers and decimals through the thousandths place (e.g., 3.125 is 3+.1+.02+.005.).) | Demonstrate | whole numbers,decimals, representations through 1000th place | How can we demonstrate multiple equivalent representations for whole numbers and decimals through the thousandths place? | knowledge | New Concept Lessons 3, 5, 7, 48, 52, 64, 68, 106 Maintenance: Written Practice Lessons 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 23, 24, 25, 29, 30, 31, 35, 39, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 63, 64, 68, 69, 70, 72, 74, 76, 77, 78, 79, 80, 81, 82, 83, 85, 88, 89, 91, 93, 96, 97, 99, 105, 106, 108, 109, 111, 115, 118 | Assessment: Tests 2, 3, 4, 5, 10, 11, 12, 14, 15 | |||||||

7 | comprehen | 1 recall | C4 L Tests | ||||||||||||

8 | application | 2 skills | |||||||||||||

9 | analysis | 3 strategic | |||||||||||||

10 | synthesis | 4 extended | |||||||||||||

11 | eval | ||||||||||||||

12 | MA 5.1.1 b TESTED DOK level 1 | Compare and order whole numbers, fractions, and decimals through the thousandths place. | Compare and order | Whole numbers, fractions, decimals, thousandths place | Quantities can be compared and ordered in a variety of ways including numbers to the thousandths place. When we order numbers, we compare them. How can numbers be compared? Why do we need to know how to order numbers? | Knowledge | New Concept Lessons 4, 5, 7, 23, 38, 39, 69, 70, 71, 106 Investigation 2, 3 Maintenance: Written Practice Lessons 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 29, 30, 31, 32, 37, 38, 39, 40, 41, 42, 43, 46, 47, 51, 53, 60, 63, 65, 66, 68, 69, 70, 71, 73, 74, 75, 76, 77, 79, 80, 81, 83, 84, 85, 86, 87, 88, 89, 90, 91, 93, 97, 98, 102, 104, 106, 107, 108, 109, 110, 111, 112, 116, 118 Problem Solving Lesson 5 | Assessment:Tests 2, 4, 5, 7, 8, 9, 14, 15, 16, 19 | |||||||

13 | comprehen | 1 recall | |||||||||||||

14 | application | 2 skills | C4 L Tests | ||||||||||||

15 | analysis | 3 strategic | |||||||||||||

16 | synthesis | 4 extended | |||||||||||||

17 | eval | ||||||||||||||

18 | MA 5.1.1.c TESTED DOK level 1 | Identify and name fractions in their simplest form and find common denominators for fractions. | Identify, name, and find | Fractions, simplest form, common denominators | Fractions can be represented differently to mean the same amount. Fractions with common denominators can be added or subtracted more easily. Why do we need to have fractions in their simpliest form? How do you find the common denominators? | Knowledge | New Concept Lessons 75, 81, 90, 91, 116 Maintenance: Written Practice Lessons 75, 81, 82, 83, 84, 85, 87, 88, 89, 90, 91, 93, 94, 97, 98, 99, 100, 101, 103, 104, 106, 107, 109, 110, 114, 116 | ||||||||

19 | comprehen | 1 recall | Assessment:Tests 17, 18, 19, 20, 21, 22 | ||||||||||||

20 | application | 2 skills | C4 L Tests | ||||||||||||

21 | analysis | 3 strategic | |||||||||||||

22 | synthesis | 4 extended | |||||||||||||

23 | eval | ||||||||||||||

24 | REGIONAL PRIORITYMA 5.1.1d TESTED DOK level 2 | Recognize and generate equivalent forms of commonly used fractions, decimals and percents (e.g., one third, one fourth, one half, two thirds, three fourths.) | Recognize, generate | equivalent forms fractions, decimals, percents | One amount can be represented in different ways. How can we show an amount in fractions, decimals, and percent form? | knowledge | New Concept Lessons 23, 30, 39, 67, 70, 71, 79, 106 Investigation 3 Maintenance: Written Practice Lessons 21, 22, 23, 25, 27, 29, 30, 32, 33, 34, 36, 37, 38, 39, 41, 42, 43, 44, 45, 46, 48, 49, 50, 51, 52, 54, 55, 56, 57, 61, 62, 63, 64, 65, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 92, 93, 94, 95, 96, 97, 99, 100, 102, 103, 104, 106, 111, 112, 113, 114, 117, 118, 120 | ||||||||

25 | comprehen | 1 recall | Assessment:Tests 5, 7, 10, 14, 15, 16, 23 | ||||||||||||

26 | application | 2 skills | C4 L Tests | ||||||||||||

27 | analysis | 3 strategic | |||||||||||||

28 | synthesis | 4 extended | |||||||||||||

29 | eval | ||||||||||||||

30 | MA 5.1.1.e TESTED DOK level 1 | Classify a number as prime or composite. | Prime, composite numbers | Prime and composite numbers help us understand fractions. How do we determine if a number is prime or composite? | Knowledge | New Concept Lesson 80 Maintenance: Written Practice Lessons 80, 81, 82, 83, 94, 98, 110 | |||||||||

31 | comprehen | 1 recall | Assessment:Tests 16 | ||||||||||||

32 | classify | application | 2 skills | C4 L Tests | |||||||||||

33 | analysis | 3 strategic | |||||||||||||

34 | synthesis | 4 extended | |||||||||||||

35 | eval | ||||||||||||||

36 | MA 5.1.1.f TESTED DOK level 1 | Identify factors and multiples of any whole number. | Factors, multiples, whole number | Every whole number has factors and multiples. How do we find factors of a number? Why do we need to find multiples of a number? | Knowledge | New Concept Lessons 15, 18, 25, 29, 80 Maintenance: Written Practice Lessons 17, 18, 19, 25, 26, 27, 29, 31, 32, 33, 35, 37, 39, 44, 53, 54, 59, 61, 63, 65, 67, 69, 71, 72, 73, 76, 78, 79, 80, 84, 96, 97, 102, 104, 106, 109, 111 | |||||||||

37 | identify | comprehen | 1 recall | Assessment:Tests 6, 14 | |||||||||||

38 | application | 2 skills | C4 L Tests | ||||||||||||

39 | analysis | 3 strategic | |||||||||||||

40 | synthesis | 4 extended | |||||||||||||

41 | eval | ||||||||||||||

42 | MA 5.1.1.g | Round whole numbers and decimals to any given place. | Round | numbers and decimals to given places | Numbers can be rounded. Why do we round whole numbers and decimals? How do we round whole numbers and decimals? | Knowledge | New Concept Lessons 33, 62, 104, 106 Maintenance: Written Practice Lessons 33, 34, 35, 36, 37, 38, 39, 40, 41, 43, 45, 46, 48, 49, 51, 52, 54, 57, 60, 61, 62, 63, 65, 66, 70, 82, 83, 86, 92, 96, 104, 105, 108, 110, 113, 118 | ||||||||

43 | comprehen | 1 recall | Assessment:Tests 7, 8, 11, 13, 15, 22 | ||||||||||||

44 | application | 2 skills | |||||||||||||

45 | analysis | 3 strategic | |||||||||||||

46 | synthesis | 4 extended | |||||||||||||

47 | eval | ||||||||||||||

48 | Concept | ||||||||||||||

49 | MA 5.1.2 OPERATIONS: Students will demonstrate the meaning of arithmetic operations with whole numbers. | ||||||||||||||

50 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

51 | MA 5.1.2 a | Use words and symbols to explain the meaning of the identity properties for addition and multiplication. | use, expalin | Words, symbols, identity properties for addition and multiplication | Sometimes it looks like we are changing a number, but it doesn't change. How do we represent the identity properties? | knowledge | New Concept Lesson 6 | ||||||||

52 | comprehen | 1 recall | Assessment:Tests 3 | ||||||||||||

53 | application | 2 skills | |||||||||||||

54 | analysis | 3 strategic | |||||||||||||

55 | synthesis | 4 extended | |||||||||||||

56 | eval | ||||||||||||||

57 | MA 5.1.2 b | Use words and symbols to explain the meaning of the commutative and associative properties for addition and multiplication. | use, explain | words, symbols, meaning commutative and associative properties for addition & multiplication | Order does not matter in multiplication. Order does not matter in addition. The answer is the same. How do we show the commutative and ssociative properties addition and multiplication? Why should we know the commutative property? | knowledge | New Concept Lessons 6, 18, 24 Maintenance: Written Practice Lessons 17, 24, 25 | ||||||||

58 | comprehen | 1 recall | |||||||||||||

59 | application | 2 skills | |||||||||||||

60 | analysis | 3 strategic | |||||||||||||

61 | synthesis | 4 extended | |||||||||||||

62 | eval | ||||||||||||||

63 | REGIONAL PRIORITY MA 5.1.2 c TESTED DOK level 2 | Use words and symbols to explain the distributive property for multiplication over addition. (e.g., 5(y+2)=5y+5x2.) | Words,symbols, distributive property for multiplication over addition | use, explain | knowledge | New Concept Lesson 51 Maintenance: Written Practice Lessons 51, 52, 54 | |||||||||

64 | comprehen | 1 recall | C4 L Tests | ||||||||||||

65 | application | 2 skills | |||||||||||||

66 | analysis | 3 strategic | |||||||||||||

67 | synthesis | 4 extended | |||||||||||||

68 | eval | ||||||||||||||

69 | MA 5.1.3 COMPUTATION: Students will compute fluently and accurately using appropriate strategies and tools. | ||||||||||||||

70 | REGIONAL PRIORITY MA 5.1.3a TESTED DOK level 1 | Add and subtract positive rational numbers (e.g., proper and improper fractions, mixed numbers, fractions with common denominators and uncommon denominators, decimals through thousandths place.) | add, subtract | Positive rational numbers | How do we add and subtract using positive numbers? | knowledge | New Concept Lessons 6, 8, 9, 11, 13, 14, 16, 35, 41, 59, 60, 62, 63, 73, 99, 120 Investigation 2, 3 Maintenance: Written Practice Lessons 6, 7, 8, 9, 10–120 Problem Solving Lessons 6, 7, 8, 13, 14, 16, 18, 20, 22, 24, 26, 27, 32, 41, 51, 52, 55, 65, 66, 79 | ||||||||

71 | comprehen | 1 recall | Assessment:Tests 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 19, 20, 21 | ||||||||||||

72 | application | 2 skills | C4 L Tests | ||||||||||||

73 | analysis | 3 strategic | |||||||||||||

74 | synthesis | 4 extended | |||||||||||||

75 | eval | ||||||||||||||

76 | REGIONAL PRIORITY MA 5.1.3b TESTED DOK level 2 | Select, apply and explain the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil, technology.) | Select, apply, explain | There are different methods to solve problems. Why would we use different methods to solve problems? | knowledge | New Concept Lessons 6, 8, 9, 11, 13, 14, 16, 17, 19, 21, 22, 26, 29, 33, 34, 35, 40, 41, 42, 43, 46, 47, 49, 50, 51, 54, 55, 56, 59, 62, 63, 73, 110 Investigation 1, 2, 3 Maintenance: Written Practice Lessons 2, 5, 7, 8, 24, 25, 26, 28, 30, 34, 35, 37, 38, 40, 41, 42, 43, 45, 49, 51, 52, 53, 54, 55, 58, 59, 64, 66, 67, 70, 71, 72, 73, 74, 75, 76, 79, 81, 82, 90, 91, 92, 93, 96, 97, 103, 105, 107, 110, 113, 114, 116, 118, 120 Problem Solving Lessons 6, 7, 8, 13, 14, 16, 17, 18, 20, 22, 24, 26, 27, 28, 29, 32, 35, 38, 39, 41, 45, 47, 51, 52, 54, 55, 56, 60, 65, 71, 79, 80, 93, 105, 110, 119 | |||||||||

77 | method computation problem solving | comprehen | 1 recall | ||||||||||||

78 | application | 2 skills | Assessment:Tests 1 | ||||||||||||

79 | analysis | 3 strategic | C4 L Tests | ||||||||||||

80 | synthesis | 4 extended | |||||||||||||

81 | eval | ||||||||||||||

82 | MA 5.1.3c TESTED DOK level 1 | Multiply decimals. | Multiply | decimals | Decimals can be multiplied. How do we multiply decimals? | knowledge | New Concept Lesson 17 Maintenance: Written Practice Lessons 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 39, 40, 43, 45, 47, 48, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 63, 66, 69, 71, 72, 73, 74, 75, 76, 77, 78, 80, 82, 83, 85, 87, 89, 91, 94, 95, 98, 100, 101, 102, 104, 106, 107, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120 | ||||||||

83 | comprehen | 1 recall | |||||||||||||

84 | application | 2 skills | |||||||||||||

85 | analysis | 3 strategic | Assessment:Tests 6, 9 | ||||||||||||

86 | synthesis | 4 extended | C4 L Tests | ||||||||||||

87 | eval | ||||||||||||||

88 | MA 5.1.3d TESTED DOK level 1 | Divide a decimal by a whole number. | Divide | Decimal, whole number | Decimals can be divided into smaller groups. Money can be divided into groups. How do we divide a decimal number? Why do we need to divide decimal numbers? | knowledge | New Concept Lessons 26, 54, 117, 118 Maintenance: Written Practice Lessons 26, 27, 28, 30, 31, 32, 33, 34, 36, 37, 38, 39, 40, 41, 42, 49, 50, 51, 52, 53, 54, 55, 56, 57, 59, 60, 63, 64, 65, 68, 69, 70, 71, 72, 73, 74, 75, 76, 78, 80, 81, 82, 83, 84, 85, 86, 87, 88, 98, 99, 100, 101, 103, 106, 107, 108, 109, 111, 113, 114, 116, 117, 118, 119, 120 | ||||||||

89 | comprehen | 1 recall | C4 L Tests | ||||||||||||

90 | application | 2 skills | |||||||||||||

91 | analysis | 3 strategic | |||||||||||||

92 | synthesis | 4 extended | |||||||||||||

93 | eval | ||||||||||||||

94 | MA 5.1.4 ESTIMATION: Students will estimate the sums and differences of positive rational numbers to check the reasonableness of such results. | ||||||||||||||

95 | REGIONAL PRIORITY MA 5.1.4a TESTED DOK level 2 | Estimate the two digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness. | Estimate, check | two digit product & quotient multiplication & division reasonableness | We can estimate to check if our answers make sense. How do we setimate to check our answers? Why do we estimate to check our answers? | knowledge | New Concept Lessons 62, 98 Maintenance: Written Practice Lessons 22, 33, 36, 37, 44, 46, 48, 50, 59, 62, 63, 64, 65, 66, 67, 71, 72, 79, 81, 85, 87, 90, 92, 93, 96, 105, 118, 119, 120 | ||||||||

96 | comprehen | 1 recall | Assessment:Tests 23 | ||||||||||||

97 | application | 2 skills | C4 L Tests | ||||||||||||

98 | analysis | 3 strategic | |||||||||||||

99 | synthesis | 4 extended | |||||||||||||

100 | eval | ||||||||||||||

101 | Grade 5 | ||||||||||||||

102 | MA 5.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines | ||||||||||||||

103 | MA 5.2.1 CHARACTERISTICS: Students describe relationships among two-dimensional shapes and three-dimensional objects. | ||||||||||||||

104 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

105 | MA 5.2.1a TESTED DOK level 1 | Identify the number of edges, faces and vertices of triangular and rectangular prisms. | Identify | Number of edges, faces,vertices triangular & recdtangular prisms | How do we find the number of edges, faces, and vertices? Why would we want to find the number of edges, faces, and vertices? How do we describe edges, faces, and vertices? | knowledge | New Concept Lessons 83, 89 Maintenance: Written Practice Lessons 83, 84, 86, 89, 90, 100, 103, 104, 105, 113, 120 | ||||||||

106 | comprehen | 1 recall | C4 L Tests | ||||||||||||

107 | application | 2 skills | |||||||||||||

108 | analysis | 3 strategic | |||||||||||||

109 | synthesis | 4 extended | |||||||||||||

110 | eval | ||||||||||||||

111 | MA 5.2.1b | Justify congruence of two-dimensional shapes. | Justify | Congruence, two-dimensional shapes | How do we know if two shapes are congruent? Why would we want to know if two shapes are congruent? | knowledge | New Concept Lesson 32 Maintenance: Written Practice Lesson 34 Problem Solving Lesson 72 | ||||||||

112 | comprehen | 1 recall | |||||||||||||

113 | application | 2 skills | |||||||||||||

114 | analysis | 3 strategic | |||||||||||||

115 | synthesis | 4 extended | |||||||||||||

116 | eval | ||||||||||||||

117 | REGIONAL PRIORITY MA 5.2.1c | Justify the classification of two-dimensional shapes (e.g., triangles by sides and angles.) | Justify | Classification, two-dimensional shapes | How so we classify two-dimensional shapes. Making order of space. | knowledge | New Concept Lessons 36, 45, 53, 61 Maintenance: Written Practice Lessons 36, 38, 39, 40, 41, 42, 45, 46, 48, 49, 50, 54, 55, 58, 59, 61, 66, 67, 68, 71, 73, 75, 78, 90, 94, 96, 103, 105, 106, 107, 108, 109, 116, 117, 118, 119, 120 | ||||||||

118 | comprehen | 1 recall | Assessment:Tests 8, 9, 17, 18 | ||||||||||||

119 | application | 2 skills | |||||||||||||

120 | analysis | 3 strategic | |||||||||||||

121 | synthesis | 4 extended | |||||||||||||

122 | eval | ||||||||||||||

123 | MA 5.2.1d TESTED DOK level 1 | Identify degrees on a circle (e.g., 45, 90. 180. 270. 360) | Identify | Degrees, circle | A circle can be broken down to degrees. How do we find the degrees of a circle? Why do we need to know the degrees of a circle? Making order of space. | knowledge | |||||||||

124 | comprehen | 1 recall | C4 L Tests | ||||||||||||

125 | application | 2 skills | |||||||||||||

126 | analysis | 3 strategic | |||||||||||||

127 | synthesis | 4 extended | |||||||||||||

128 | eval | ||||||||||||||

129 | |||||||||||||||

130 | MA 5.2.2 COORDINATE GEOMETRY: Students will identify locations using coordinate geometry. | ||||||||||||||

131 | MA 5.2.2a TESTED DOK level 1 | Plot the location of an ordered pair in the first quadrant. | Plot | location ordered pair first quadrant | Why do we need to know the location of a point? How do we find the location of a point? | knowledge | Investigation 8 Maintenance: Written Practice Lessons 101, 103, 104, 105, 107, 112 | ||||||||

132 | comprehen | 1 recall | Assessment: Tests 2, 3 | ||||||||||||

133 | application | 2 skills | C4 L Tests | ||||||||||||

134 | analysis | 3 strategic | |||||||||||||

135 | synthesis | 4 extended | |||||||||||||

136 | eval | ||||||||||||||

137 | MA 5.2.3 TRANSFORMATIONS: Students will identify and use simple transformations. | ||||||||||||||

138 | MA 5.2.3a | Perform one-step transformations on two dimensional shapes (e.g., translation, rotation, reflection of 90, 180 and 270 degrees.) | Perform | One-step transformations, two dimensional shapes | knowledge | New Concept Lessons 88, 105 Investigation 8 Maintenance: Written Practice Lessons 81, 82, 83, 84, 85, 86, 88, 89, 91, 93, 98, 99, 102, 103, 104, 105, 106, 107, 110, 112 Problem Solving Lessons 72, 75 | |||||||||

139 | comprehen | 1 recall | |||||||||||||

140 | application | 2 skills | |||||||||||||

141 | analysis | 3 strategic | |||||||||||||

142 | synthesis | 4 extended | |||||||||||||

143 | eval | ||||||||||||||

144 | MA. 5.2.4 SPATIAL MODELING: Students will create and use geometric models to solve problems. | ||||||||||||||

145 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

146 | MA 5.2.4.a | Build or sketch a geometric model to solve a problem. | build, sketch, solve | Geometric model, problem | Visualizing a model can help us solve the problem. How do we build a model to solve a problem? | knowledge | New Concept Lesson 105 Maintenance: Written Practice Lessons 32, 33, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 53, 55, 59, 65, 66, 73, 76, 81, 84, 85, 86, 87, 92, 96, 102, 103, 104, 105, 106, 107, 112 Problem Solving Lessons 64, 72, 89, 104, 114 | ||||||||

147 | comprehen | 1 recall | Assessment:Tests 8, 21 | ||||||||||||

148 | application | 2 skills | |||||||||||||

149 | analysis | 3 strategic | |||||||||||||

150 | synthesis | 4 extended | |||||||||||||

151 | eval | ||||||||||||||

152 | MA 5.2.4.b | Sketch congruent shapes. | sketch | Congruent shapes | Congruent shapes can be visualized in a sketch. How do we show shapes are congruent? Why would we want to show that shapes are congruent? | knowledge | New Concept Lessons 88, 105 Investigation 8 Maintenance: Written Practice Lessons 84, 85, 86, 89, 91, 93, 98, 99, 102, 103, 104, 105, 106, 107, 110, 112 Problem Solving Lessons 72, 75 | ||||||||

153 | comprehen | 1 recall | |||||||||||||

154 | application | 2 skills | |||||||||||||

155 | analysis | 3 strategic | |||||||||||||

156 | synthesis | 4 extended | |||||||||||||

157 | eval | ||||||||||||||

158 | REGIONAL PRIORITY MA 5.2.4.c | Build rectangular prisms using cubes. | Build | Rectangular prisms, cubes | Smaller cubes can be combined to form larger rectanular prisms. Why would we use cubes to build rectangular prisms? | knowledge | New Concept Lesson 103 Maintenance: Problem Solving Lesson 108 | ||||||||

159 | comprehen | 1 recall | |||||||||||||

160 | application | 2 skills | |||||||||||||

161 | analysis | 3 strategic | |||||||||||||

162 | synthesis | 4 extended | |||||||||||||

163 | eval | ||||||||||||||

164 | MA 5.2.5 MEASUREMENT: Students will apply appropriate procedures, tools and formulas to determine measurements using customary and metric units. | ||||||||||||||

165 | MA 5.2.5a | Select and use appropriate tools to measure perimeter and angles | Select, use, measure | Appropriate tools, perimeter, angles | Tools can be used to find perimeter and angles. How do we find the perimeter of a shape? How do we measure angles? | knowledge | Investigation 10 Maintenance: Written Practice Lessons 75, 81, 90, 93, 97, 101, 103, 115 Problem Solving Lessons 95, 104, 111 | ||||||||

166 | comprehen | 1 recall | |||||||||||||

167 | application | 2 skills | |||||||||||||

168 | analysis | 3 strategic | |||||||||||||

169 | synthesis | 4 extended | |||||||||||||

170 | eval | ||||||||||||||

171 | MA 5.2.5b TESTED DOK level 1,2 | Identify correct unit (customary or metric) to the measurement situation (e.g., distance from home to school; measure length of a room.) | Identify | correct customary or metric measurement unit | Some units of measurement work best with different situations. Why do we need different units of measurement? | knowledge | New Concept Lessons 44, 47, 65, 66, 72, 73, 74, 114 Maintenance: Written Practice Lessons 44, 47, 50, 72, 74, 75, 77, 114 | ||||||||

172 | comprehen | 1 recall | C4 L Tests | ||||||||||||

173 | application | 2 skills | |||||||||||||

174 | analysis | 3 strategic | |||||||||||||

175 | synthesis | 4 extended | |||||||||||||

176 | eval | ||||||||||||||

177 | MA 5.2.5c | Estimate and measure length with customary units to the nearest 1/4 inch. | estimate, measure | Length, customary units, nearest 1/4 inch | Estimating to the nearest 1/4 inch makes finding length easier. How do we measure to the nearest 1/4 inch? | knowledge | New Concept Lesson 44 Maintenance: Written Practice Lessons 44, 45, 46, 47, 48, 51, 54, 64, 103 | ||||||||

178 | comprehen | 1 recall | Assessment:Tests 9, 10 | ||||||||||||

179 | application | 2 skills | |||||||||||||

180 | analysis | 3 strategic | |||||||||||||

181 | synthesis | 4 extended | |||||||||||||

182 | eval | ||||||||||||||

183 | REGIONAL PRIORITY MA 5.2.5d | Measure capacity/volume with customary units. | measure | Capacity/volume, customary units | Why do we need to know the sutomary units for capacity and volume? | knowledge | New Concept Lessons 77, 85, 103, 114 Maintenance: Written Practice Lessons 77, 78, 85, 86, 87, 88, 89, 90, 97, 104, 105, 106, 107, 108, 109, 113, 117, 119, 120 Problem Solving Lessons 85, 94, 99, 118 | ||||||||

184 | comprehen | 1 recall | Assessment:Tests 18, 21 | ||||||||||||

185 | application | 2 skills | |||||||||||||

186 | analysis | 3 strategic | |||||||||||||

187 | synthesis | 4 extended | |||||||||||||

188 | eval | ||||||||||||||

189 | MA 5.2.5e | Measure weight (mass) and temperature using metric units. | Measure | Weight (mass), temperature, metric units | Weight and temperature can be measured in metric units. How is weight measured using metric units? How is temperature measured in metric units? | knowledge | New Concept Lessons 27, 77, 98, 114 Maintenance: Written Practice Lessons 27, 30, 44, 49, 52, 59, 70, 77, 78, 79, 80, 86, 92, 93, 95, 98, 102, 108 | ||||||||

190 | comprehen | 1 recall | Assessment:Tests 6, 8, 23 | ||||||||||||

191 | application | 2 skills | |||||||||||||

192 | analysis | 3 strategic | |||||||||||||

193 | synthesis | 4 extended | |||||||||||||

194 | eval | ||||||||||||||

195 | REGIONAL PRIORITY MA 5.2.5f TESTED DOK level 1,2 | Determine the area of rectangles and squares. | Determine | Area, rectangles, squares | Rectangles and squares have area. How do we find the area of a rectangle? Why do we need to find the area of a rectangle or square? | knowledge | New Concept Lessons 72, 115 Maintenance: Written Practice Lessons 72, 73, 74, 75, 76, 77, 78, 79, 81, 84, 87, 88, 92, 93, 94, 105, 106, 107, 108, 109, 110, 113, 114, 115, 116, 117, 118, 119, 120 Problem Solving Lesson 104 | ||||||||

196 | comprehen | 1 recall | Assessment:Tests 22 | ||||||||||||

197 | application | 2 skills | C4 L Tests | ||||||||||||

198 | analysis | 3 strategic | |||||||||||||

199 | synthesis | 4 extended | |||||||||||||

200 | eval | ||||||||||||||

201 | MA 5.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

202 | Grade 5 | ||||||||||||||

203 | MA 5.3.1 RELATIONSHIPS: Students will represent , analyze and generalize relationships. | ||||||||||||||

204 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

205 | MA 5.3.1a | Describe, extend and apply rules and make generalizations about numeric and geometric patterns. | Describe, extend, apply | Rules, generalizations, numeric and geometric patterns | How do we recognize geometric and numeric patterns? Algebra is systematic. | knowledge | New Concept Lessons 1, 2 Investigation 4 Maintenance: Written Practice Lessons 1–36, 38, 40, 41, 45, 47, 48, 49, 54, 56, 66, 71, 72, 76, 80, 82, 84, 85, 90, 91, 92, 97, 99, 102, 104, 110, 112, 120 Problem Solving Lessons 1, 2, 25, 39, 49, 50, 55, 91, 117 | ||||||||

206 | comprehen | 1 recall | Assessment:Tests 1, 11 | ||||||||||||

207 | application | 2 skills | |||||||||||||

208 | analysis | 3 strategic | |||||||||||||

209 | synthesis | 4 extended | |||||||||||||

210 | eval | ||||||||||||||

211 | MA 5.3.1b | Create and analyze numeric patterns using words, tables and graphs. | Create, analyze, use | Numeric patterns, words, tables, and graphs | How do we use a table or graph to creat/show patterns? | knowledge | New Concept Lessons 1, 2 Investigation 4 Maintenance: Written Practice Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 15, 25, 27, 45, 47, 48, 49, 54, 56, 66, 76, 99, 111, 112 Problem Solving Lessons 1, 2, 25, 39, 41, 91 | ||||||||

212 | comprehen | 1 recall | |||||||||||||

213 | application | 2 skills | |||||||||||||

214 | analysis | 3 strategic | |||||||||||||

215 | synthesis | 4 extended | |||||||||||||

216 | eval | ||||||||||||||

217 | MA 5.3.1c | Communicate relationships using expressions and equations. | Communicate | Relationships, expressions, equations | We can show relationships using expressions and equations. How does an expression communicate a relationship? Relationships and modeling makes algebra concrete. | knowledge | New Concept Lessons 10, 11, 14, 16, 18, 21, 26 Maintenance: Written Practice Lessons 11, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 55, 66, 70, 72, 73, 74, 75, 104 Problem Solving Lessons 41, 45, 46, 58, 59, 63, 69, 74, 77, 79, 83, 87, 88, 95, 98, 100, 103, 106, 113, 115 | ||||||||

218 | comprehen | 1 recall | Assessment:Tests 2, 3, 11 | ||||||||||||

219 | application | 2 skills | |||||||||||||

220 | analysis | 3 strategic | |||||||||||||

221 | synthesis | 4 extended | |||||||||||||

222 | eval | ||||||||||||||

223 | MA 5.3.2 MODELING IN CONTEXT: Students will create, use and compare models representing mathematical situations. | ||||||||||||||

224 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

225 | REGIONAL PRIORITY MA 5.3.2aTESTED DOK level 2 | Model situations that involve the addition, subtraction and multiplication of positive rational numbers using words, graphs and tables. | Represent | Represent | Real life situations use addition, subtraction, and ultiplication. Why do we need to use these operations? Situations make algebraic expressions concrete. | knowledge | New Concept Lessons 2, 6, 8, 9, 10, 11, 14, 16, 17, 18, 21, 25, 29, 41, 43, 46, 47, 49, 51, 55, 56, 59, 60, 63, 64, 73, 76, 86, 91, 99, 102, 109 Maintenance: Written Practice Lessons 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 19, 20, 25, 27, 46, 47, 49, 50, 51, 53, 54, 55, 56, 57, 58, 60 Problem Solving Lesson 54 | ||||||||

226 | comprehen | 1 recall | Assessment:Tests 10 | ||||||||||||

227 | application | 2 skills | C4 L Tests | ||||||||||||

228 | analysis | 3 strategic | |||||||||||||

229 | synthesis | 4 extended | |||||||||||||

230 | eval | ||||||||||||||

231 | MA 5.3.2b | Represent a variety of quantitative relationships using tables and graphs. | Represent | Variety of relationships using graphs & tables | We can show many relationships through tables and graphs. How do we use table and graphs to show relationships? | knowledge | New Concept Lessons 1, 2, 93 Investigation 4, 5, 6, 7 Maintenance: Written Practice Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 15, 25, 27, 45, 47, 48, 49, 54, 56, 64, 66, 72, 73, 76, 78, 87, 92, 93, 99, 100, 102, 107, 109, 111, 112, 115, 119 Problem Solving Lessons 1, 2, 25, 39, 41, 91 | ||||||||

232 | comprehen | 1 recall | |||||||||||||

233 | application | 2 skills | |||||||||||||

234 | analysis | 3 strategic | |||||||||||||

235 | synthesis | 4 extended | |||||||||||||

236 | eval | ||||||||||||||

237 | MA 5.3.2c | Compare different models to represent mathematical situations. | Compare, represent | Models situations | Different models can show mathematical situations. How do we use models to show different mathematical situations? Modeling makes algebra concrete rather than abstract. | knowledge | New Concept Lessons 23, 27, 37, 38, 39 Maintenance: Written Practice Lessons 37, 39 | ||||||||

238 | comprehen | 1 recall | |||||||||||||

239 | application | 2 skills | |||||||||||||

240 | analysis | 3 strategic | |||||||||||||

241 | synthesis | 4 extended | |||||||||||||

242 | eval | ||||||||||||||

243 | MA 5.3.3 PROCEDURES: Students will apply properties of simple positive rational numbers to solve one step equations. | ||||||||||||||

244 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

245 | MA 5.3.3a | Explain the addition property of equality (e.g., if a=b, then a+c=b+c.) | Explain | Addition property of equality | knowledge | New Concept Lesson 11 * Foundational reference | |||||||||

246 | comprehen | 1 recall | |||||||||||||

247 | application | 2 skills | |||||||||||||

248 | analysis | 3 strategic | |||||||||||||

249 | synthesis | 4 extended | |||||||||||||

250 | eval | ||||||||||||||

251 | REGIONAL PRIORITY MA 5.3.3b TESTED DOK level 2 | Use symbolic representation of the associative property (e.g., (2+3) + 4= 2 + (3+n), (2*3)*4=2*3*n).) | Use | Representations of associative property | Why do we use symbols to show associative property? | knowledge | New Concept Lesson 24 Maintenance: Written Practice Lessons 24, 25 | ||||||||

252 | comprehen | 1 recall | C4 L Tests | ||||||||||||

253 | application | 2 skills | |||||||||||||

254 | analysis | 3 strategic | |||||||||||||

255 | synthesis | 4 extended | |||||||||||||

256 | eval | ||||||||||||||

257 | MA 5.3.3c TESTED DOK level 1 | Evaluate numerical expressions by using parentheses with respect to order of operations (e.g., 6+ (3*5).) | Evaluate | Numerical expressions, parentheses, order of operations | Why do we have to follow an order of operations? Algebra is systematic. | knowledge | New Concept Lesson 24 Maintenance: Written Practice Lessons 24, 25, 27, 28, 29, 30, 31, 32, 33, 34, 35, 37, 38, 40, 41, 44, 46, 47, 48, 49, 50, 51, 52, 53, 55, 57, 59, 60, 61, 62, 63, 65, 66, 67, 68, 69, 70, 71, 72, 77, 79, 81, 85, 86, 90, 91, 93, 94, 95, 96, 97, 102, 103, 104, 108, 109, 112, 113, 114, 119, 120 Problem Solving Lesson 113 | ||||||||

258 | comprehen | 1 recall | Assessment:Tests 5, 7, 20, 21 | ||||||||||||

259 | application | 2 skills | C4 L Tests | ||||||||||||

260 | analysis | 3 strategic | |||||||||||||

261 | synthesis | 4 extended | |||||||||||||

262 | eval | ||||||||||||||

263 | MA 5.3.3d TESTED DOK level 2 | Evaluate simple algebraic expressions involving addition and subtraction. | Evaluate | Simple algebraic expressions, addition, subtraction | Why do we need to evaluate algebraic expressions? | knowledge | Written Practice Lessons 104 | ||||||||

264 | comprehen | 1 recall | C4 L Tests | ||||||||||||

265 | application | 2 skills | |||||||||||||

266 | analysis | 3 strategic | |||||||||||||

267 | synthesis | 4 extended | |||||||||||||

268 | eval | ||||||||||||||

269 | REGIONAL PRIORITY MA 5.3.3e TESTED DOK level 1 | Solve one-step addition and subtraction equations involving common positive rational numbers. | Solve | One-step addition and subtraction equations, common positive rational numbers | How do we use addition and subtraction to solve problems? Algebra is solving for the unknown quantity. | knowledge | ew Concept Lessons 10, 11, 14, 16, 18 Maintenance: Written Practice Lessons 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 31, 32, 33, 36, 37, 39, 40, 42, 43, 46, 48, 49, 55, 58, 61, 64, 66, 79, 96 | ||||||||

270 | comprehen | 1 recall | Assessment:Tests 2, 3 | ||||||||||||

271 | application | 2 skills | C4 L Tests | ||||||||||||

272 | analysis | 3 strategic | |||||||||||||

273 | synthesis | 4 extended | |||||||||||||

274 | eval | ||||||||||||||

275 | MA 5.3.3f | Identify and explain the properties of equality used in solving one-step equations involving common positive rational numbers. | Identify, explain | Properties of equality, one-step equations, common positive rational numbers | Why do we need to know the properties of equality? | knowledge | New Concept Lessons 10, 11, 14, 16, 21 | ||||||||

276 | comprehen | 1 recall | |||||||||||||

277 | application | 2 skills | |||||||||||||

278 | analysis | 3 strategic | |||||||||||||

279 | synthesis | 4 extended | |||||||||||||

280 | eval | ||||||||||||||

281 | MA 5.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

282 | Grade 5 | ||||||||||||||

283 | Concept | ||||||||||||||

284 | MA 5.4.1 DISPLAY AND ANALYSIS: Students will organize, display, compare and interpret data. | ||||||||||||||

285 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

286 | MA 5.4.1a TESTED DOK level 2 | Represent data using line graphs. | represent | Data, line graph | Line graphs show data. How do line graphs show data? Why do we use line graphs to show data? Data is about representing & analyzing information about large groups. | knowledge | New Concept Lesson 93 Investigation 5, 6 Maintenance: Written Practice Lessons 64, 73, 87, 93, 100, 109, 115 | ||||||||

287 | comprehen | 1 recall | C4 L Tests | ||||||||||||

288 | application | 2 skills | |||||||||||||

289 | analysis | 3 strategic | |||||||||||||

290 | synthesis | 4 extended | |||||||||||||

291 | eval | ||||||||||||||

292 | REGIONAL PRIORITY MA 5.4.1b TESTED DOK level 2 | Represent the same set of data in different formats (e.g., table, pictographs, bar graphs, line graphs.) | Represent | set data formats | Data can be shown if different formats. Why do we use different formats to show data? Data is about representing & analyzing information about large groups. | knowledge | New Concept Lesson 93 Investigation 5, 6, 7 Maintenance: Written Practice Lessons 64, 72, 73, 76, 78, 87, 92, 100, 102, 107, 115, 109, 119 | ||||||||

293 | comprehen | 1 recall | C4 L Tests | ||||||||||||

294 | application | 2 skills | |||||||||||||

295 | analysis | 3 strategic | |||||||||||||

296 | synthesis | 4 extended | |||||||||||||

297 | eval | ||||||||||||||

298 | REGIONAL PRIORITY MA 5.4.1c TESTED DOK level 3 | Draw conclusions based on a set of data. | draw | Conclusions, data sets | How can we draw conclusions using data? | Knowledge | New Concept Lessons 5, 6, Maintenance Written Practice Lessons 51, 60, 61, 63, 69, 70, 75, 79, 81, 82, 83, 86, 94, 96, 102, 103, 105, 106, 107, 108, 110 Problem Solving Lessons 86, 88 | ||||||||

299 | comprehen | 1 recall | C4 L Tests | ||||||||||||

300 | application | 2 skills | |||||||||||||

301 | analysis | 3 strategic | |||||||||||||

302 | synthesis | 4 extended | |||||||||||||

303 | eval | ||||||||||||||

304 | MA 5.4.1d | Find the mean, median, mode and range for a set of whole numbers. | Find | Mean, median, mode, range, set of whole numbers | How can we find the mean, median, mode and range for a set of whole numbers? | knowledge | New Concept Lessons 74, 84, 93 Investigation 5, 6 Maintenance: Written Practice Lessons 51, 52, 59, 61, 67, 69, 70, 75, 76, 82, 83, 84, 85, 90, 91, 96, 97, 98, 101, 102, 103, 104, 108, 113, 119 | ||||||||

305 | comprehen | 1 recall | Assessment:Tests 18, 23 | ||||||||||||

306 | application | 2 skills | |||||||||||||

307 | analysis | 3 strategic | |||||||||||||

308 | synthesis | 4 extended | |||||||||||||

309 | eval | ||||||||||||||

310 | MA 5.4.1e | Generate questions and answers from data sets and their graphical representations. | Generate | Questions, answers, data sets, graphical representations | How can we use data to create questions and answers? | Knowledge | Investigation 5, 6 Maintenance: Written Practice Lessons 78, 102, 109 | ||||||||

311 | comprehen | 1 recall | |||||||||||||

312 | application | 2 skills | |||||||||||||

313 | analysis | 3 strategic | |||||||||||||

314 | synthesis | 4 extended | |||||||||||||

315 | eval | ||||||||||||||

316 | MA 5.4.2 PREDICTIONS AND INFERENCES: Students will construct predictions based on data. | ||||||||||||||

317 | MA 5.4.2a | Make predictions based on data to answer questions from tables, bar graphs and line graphs. | make, answer | Predictions,data,questions,tables, bar graphs, line graphs | Why would we use information to make predictions? Making predictions from information. | Knowledge | Written Practice Lessons 47, 76, 100, 110 | ||||||||

318 | comprehen | 1 recall | |||||||||||||

319 | application | 2 skills | |||||||||||||

320 | analysis | 3 strategic | |||||||||||||

321 | synthesis | 4 extended | |||||||||||||

322 | eval | ||||||||||||||

323 | MA 5.4.3 PROBABILITY: Students will find and describe experimental probability. | ||||||||||||||

324 | MA 5.4.3a | Perform and record results of probability experiments. | Perform, record | Results, probability experiments | Why would we perform probability experiments? Making predictions from informations | Knowledge | New Concept Lesson 57 Investigation 9 | ||||||||

325 | comprehen | 1 recall | |||||||||||||

326 | application | 2 skills | |||||||||||||

327 | analysis | 3 strategic | |||||||||||||

328 | synthesis | 4 extended | |||||||||||||

329 | eval | ||||||||||||||

330 | MA 5.4.3b TESTED DOK level 1 | Generate a list of possible outcomes for a simple event. | Generate | List of possible outcomes, simple event | Why would we make a list of possible outcome? | Knowledge | New Concept Lesson 57 Investigation 9 Maintenance: Written Practice Lessons 57, 62, 68, 89, 92, 117 Problem Solving Lessons 34, 49, 63, 67, 102, 107 | ||||||||

331 | comprehen | 1 recall | Assessment:Tests 22 | ||||||||||||

332 | application | 2 skills | C4 L Tests | ||||||||||||

333 | analysis | 3 strategic | |||||||||||||

334 | synthesis | 4 extended | |||||||||||||

335 | eval | ||||||||||||||

336 | MA 5.4.3c | Explain the likelihood of an event that can be represented by a number from 0 (impossible) to 1 (certain.) | Explain | Likelihood event number 0 to 1 | How can we express the likelihood of an event? | Knowledge | New Concept Lesson 57 Investigation 9 Maintenance: Written Practice Lessons 57, 58, 59, 60, 62, 64, 65, 67, 68, 69, 71, 72, 76, 78, 79, 80, 81, 82, 85, 86, 88, 90, 91, 93, 99, 102, 103, 110, 114, 115, 116, 117, 120 Problem Solving Lesson 68 | ||||||||

337 | comprehen | 1 recall | Assessment:Tests 12, 13, 23 | ||||||||||||

338 | application | 2 skills | |||||||||||||

339 | analysis | 3 strategic | |||||||||||||

340 | synthesis | 4 extended | |||||||||||||

341 | eval | ||||||||||||||

342 |

1 | MA 6.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

2 | Grade 6 | ||||||||||||||

3 | Concept | ||||||||||||||

4 | MA 6.1.1 NUMBER SYSTEM: Students will represent and show relationships among positive rational numbers and integers. | ||||||||||||||

5 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math Course 1 © 2007 Teacher’s Manual correlated to the Nebraska Mathematics Standards Grade 6 | ASSESSMENT core, common | |||||||

6 | MA 6.1.1 a | Show equivalence among common fractions and non-repeating decimals and percents. | Show | equivalence, common fractions, nonrepeating decimals and percents | Quantities can be represented in a variety of ways including decimals, percents and fractions. How can qualitities be used in different ways? How can decimals be used to represent fractions and percents? | knowledge | New Concept Lessons 33, 35, 73, 74, 75, 76, 94, 99, 115 Maintenance: Power Up Lesson 4 Written Practice Lessons 33, 34, 35, 36, 37, 38, 40, 43, 44, 45, 46, 47, 48, 49, 51, 52, 53, 54, 56, 57, 58, 63, 64, 65, 67, 68, 69, 71, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120 | Assessment: Tests 7, 8, 9, 10, 11, 15, 16, 17, 19, 20, 21, 22, 23 Performance Task 7, 12 Checks 4 Learning | |||||||

7 | comprehen | 1 recall | |||||||||||||

8 | application | 2 skills | |||||||||||||

9 | analysis | 3 strategic | |||||||||||||

10 | synthesis | 4 extended | |||||||||||||

11 | eval | ||||||||||||||

12 | REGIONAL PRIORITY MA 6.1.1 b TESTED DOK level 1 | Compare and order positive and negative integers. | compare and order | positive and negative integers | Positive and negative numbers can be represented in a variety of ways to include number lines and scales. How can you sequence positive and negative numbers on a line? How can you compare positive and negative numbers on a scale? | Knowledge | New Concept Lessons 9, 14, 100 Maintenance: Written Practice Lessons 9-13, 15-24, 29, 31, 32, 34, 35, 37, 38, 39, 41, 43, 46, 48, 54, 55, 57, 59, 62, 69, 72, 77, 85, 87, 90, 94, 98, 100, 101, 102, 103, 105, 106, 107, 109, 111, 112, 113, 114, 115, 117, 118, 120 | Assessment: Tests 2, 3, 4, 20, 22, Checks 4 Learning | |||||||

13 | comprehen | 1 recall | |||||||||||||

14 | application | 2 skills | |||||||||||||

15 | analysis | 3 strategic | |||||||||||||

16 | synthesis | 4 extended | |||||||||||||

17 | eval | ||||||||||||||

18 | MA 6.1.1.c | Identify integers less than 0 on a number line. | identify | integers less than zero on a number line | Recognize that numbers less than 0 are either negative numbers or decimal numbers. Why do numbers less than zero have a negative value or a decimal value? | Knowledge | New Concept Lessons 9, 14, 100 Maintenance: Written Practice Lessons 9-13, 15-24, 29, 31, 32, 34, 35, 37, 38, 39, 41, 43, 46, 48, 54, 55, 57, 59, 62, 69, 72, 77, 85, 87, 90, 94, 98, 100, 101, 102, 103, 105, 106, 107, 109, 111, 112, 113, 114, 115, 117, 118, 120 | Assessment: Tests 2, 3, 4, 20, 22, Checks 4 Learning | |||||||

19 | comprehen | 1 recall | |||||||||||||

20 | application | 2 skills | |||||||||||||

21 | analysis | 3 strategic | |||||||||||||

22 | synthesis | 4 extended | |||||||||||||

23 | eval | ||||||||||||||

24 | REGIONAL PRIORITY MA 6.1.1d TESTED DOK level 1 | Represent large numbers using exponential notation (e.g., 1,000= 103) | represent | large numbers with exponential notation | Reqwite large numbers usig exponents. How do you rewrite large numbers using exponents? | knowledge | New Concept Lessons 32, 73, 92, 113 Maintenance: Written Practice Lessons 32, 33, 34, 35, 37, 39, 40, 42, 43, 44, 48, 53, 55, 59, 61, 63, 68, 71, 73, 74, 75, 76, 77, 78, 79, 81, 82, 83, 84, 85, 86, 88, 90, 91, 93, 94, 95, 96, 97, 98, 99, 101, 102, 103, 104, 105, 106, 107, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120 | Assessment: Tests 7, 19, 20, 21, 22, 23, Checks 4 Learning | |||||||

25 | comprehen | 1 recall | |||||||||||||

26 | application | 2 skills | |||||||||||||

27 | analysis | 3 strategic | |||||||||||||

28 | synthesis | 4 extended | |||||||||||||

29 | eval | ||||||||||||||

30 | REGIONAL PRIORITY MA 6.1.1.e TESTED DOK level 1 | Identify the prime factorization of numbers (e.g., 12= 2x2x3 or 22 x3.) | Identify | prime factorization | Rewrite numbers using prime factorization. How can we rewrite numbers using prime factorization? Why do we rewite numbers using prime factorization? | Knowledge | New Concept Lessons 19, 65, 67 Maintenance: Power Up Lessons 60, 65 Problem-Solving Overview Problem Solving Lessons 26, 32, 96, 115 Written Practice Lessons19, 20, 22, 23, 24, 26, 27, 28, 30, 33, 41, 42, 43, 53, 55, 56, 60, 62, 63, 64, 67, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 81, 82, 83, 84, 85, 88, 91, 93, 99, 103, 104, 105, 106, 109, 110, 111, 112, 113, 114, 117, 120 | Assessment: Tests 4, 6, 12, 13, 14, 15, Checks 4 Learning | |||||||

31 | comprehen | 1 recall | |||||||||||||

32 | application | 2 skills | |||||||||||||

33 | analysis | 3 strategic | |||||||||||||

34 | synthesis | 4 extended | |||||||||||||

35 | eval | ||||||||||||||

36 | MA 6.1.1.f | Classify numbers as natural, whole or integer. | classify | natural, whole or integers | Compare and group numbers as natural, whole or integers. How can you group numbers as natural, whole or integers? | Knowledge | New Concept Lessons 9, 14 Maintenance: Written Practice Lessons 9-13, 15-24, 29, 31, 32, 34, 35, 37, 38, 39, 41, 43, 46, 48, 54, 55, 57, 59, 62, 69, 72, 77, 85, 87, 90, 94, 98, 101, 102, 105, 106, 118 | Assessment: Tests 2, 3, 4, 22, Checks 4 Learning | |||||||

37 | comprehen | 1 recall | |||||||||||||

38 | application | 2 skills | |||||||||||||

39 | analysis | 3 strategic | |||||||||||||

40 | synthesis | 4 extended | |||||||||||||

41 | eval | ||||||||||||||

42 | Concept | ||||||||||||||

43 | MA 6.1.2 OPERATIONS: Students will demonstrate the meaning of arithmetic operations with positive fractions and decimals. | ||||||||||||||

44 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

45 | REGIONAL PRIORITY MA 6.1.2 a TESTED DOK level 2 | Use drawings, words and symbols to explain the meaning of addition and subtraction of fractions. | drawings words symbols meaning of subtraction and addition of fractions | Construct pictures, words and symbols to explain the meaning of addition and subtraction of fractions. How can you use pictures, words to explain the meaning of addition an subtraction of fractions? | knowledge | New Concept Lessons 22, 24, 26, 36, 48, 57, 59, 61, 63 Investigation 2 Maintenance: Power Up Lessons 4, 21 Problem-Solving Overview Problem Solving Lessons 3, 29 Written Practice Lessons 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60-63, 64, 65, 66- 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 89, 90, 91, 92, 93, 94, 95, 96, 97, 100, 102, 105, 106, 108, 110, 112, 113, 114, 115, 116, 117, 118, 119, 120 | Assessment: Tests 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 22 Performance Task 1, 7, 9, Checks 4 Learning | ||||||||

46 | comprehen | 1 recall | |||||||||||||

47 | use explain | application | 2 skills | ||||||||||||

48 | analysis | 3 strategic | |||||||||||||

49 | synthesis | 4 extended | |||||||||||||

50 | eval | ||||||||||||||

51 | REGIONAL PRIORITYMA 6.1.2 b TESTED DOK level 2 | Use drawings, words and symbols to explain the meaning of addition and subtraction of decimals. | drawings words symbols meaning of subtraction and addition of decimals | Construct pictures, words and symbols to explain the meaning of addition and subtraction of decimals. How can you use pictures, words to explain the meaning of addition an subtraction of decimals? | knowledge | New Concept Lessons 37, 38 Maintenance: Power Up Lessons 11, 12, 13, 17, 20, 21, 22, 24, 25, 26, 27, 28, 30-120 Written Practice Lessons 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 48, 49, 50, 51, 53, 55, 57, 61, 63, 65, 68, 70, 73, 74, 75, 79, 83, 85, 87, 92, 95, 97, 100, 102, 107, 108, 110, 115, 119, 120 | Assessment: Tests 8, 9, 10, 12, 13, 16, 19, 22, 23 Performance Task 7, Checks 4 Learning | ||||||||

52 | comprehen | 1 recall | |||||||||||||

53 | use | application | 2 skills | ||||||||||||

54 | analysis | 3 strategic | |||||||||||||

55 | synthesis | 4 extended | |||||||||||||

56 | eval | ||||||||||||||

57 | MA 6.1.3 COMPUTATION: Students will compute fluently and accurately using appropriate strategies and tools. | ||||||||||||||

58 | REGIONAL PRIORITY MA 6.1.3a TESTED DOK level 1 | Multiply and divide positive rational numbers. | positive and rational numbers | Multiply positive numbers divide positive numbers How do you multiply positive numbers? How do you divide positive numbers? | knowledge | New Concept Lessons 2, 4, 5, 12, 18, 21, 22, 25, 29, 39, 42, 45, 46, 49, 50, 52, 54, 57, 66, 68, 70, 72, 84, 85, 95, 106, 111, 112, 116 Maintenance: Power Up Lessons 1-120 Written Practice Lessons 2-120 | Assessment: Tests 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 22, 23, Checks 4 Learning | ||||||||

59 | comprehen | 1 recall | |||||||||||||

60 | multiply and divide | application | 2 skills | ||||||||||||

61 | analysis | 3 strategic | |||||||||||||

62 | synthesis | 4 extended | |||||||||||||

63 | eval | ||||||||||||||

64 | REGIONAL PRIORITY MA 6.1.3b TESTED DOK level 2 | Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil, technology, divisibility rules.) | appropriate method of computation when problem solving | Choose the correct operation to solve problems. Demonstrate choice of operations to solve problems using either mental computation, models, paper-pencil, technology or other. How do we decide which operation to use when we solve a problem? | knowledge | New Concept Lessons 1-5, 12, 13, 18, 21, 22, 23, 24, 25, 26, 29, 36, 37, 38, 39, 42, 43, 44, 45, 46, 48, 49, 50, 52, 54, 57, 59, 61, 63, 65, 66, 68, 70, 72, 79, 81-85, 86, 95, 100, 104, 105, 106, 107, 111-114, 116 Investigation 2 Maintenance: Power Up Lessons 1-120 Problem-Solving Overview Problem Solving Lessons 3, 5, 6, 15, 23, 28, 33, 36, 37, 40, 42, 51, 52, 57, 61, 62, 71, 75, 76, 80, 83, 91, 99, 107, 111, 112, 117, 119 Written Practice Lessons 1-120 | Assessment: Tests 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23 Performance Task 1, 2, 4, 7, 9, Checks 4 Learning | ||||||||

65 | comprehen | 1 recall | |||||||||||||

66 | select apply | application | 2 skills | ||||||||||||

67 | analysis | 3 strategic | |||||||||||||

68 | synthesis | 4 extended | |||||||||||||

69 | eval | ||||||||||||||

70 | MA 6.1.4 ESTIMATION: Students will estimate and check the reasonableness of answers by using appropriate strategies and tools. | ||||||||||||||

71 | REGIONAL PRIORITY MA 6.1.4a TESTED DOK level 2 | Use appropriate estimation methods to check the reasonableness of solutions for problems using positive rational numbers. | appropriate estimation methods reasonableness of solutions for problems involving positive rational numbers | Check your answers by using estimation. How can you check your answer using estimation? | knowledge | New Concept Lessons 16, 51 Maintenance: Problem-Solving Overview Problem Solving Lesson 52 Written Practice Lessons 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 29, 30, 31, 33, 34, 36, 37, 38, 39, 40, 42, 43, 44, 45, 46, 48, 51, 52, 54, 55, 56, 57, 59, 60, 61, 63, 64, 68, 74, 76, 78, 79, 80, 82, 88, 90, 92, 93, 95, 107, 110, 111, 115, 117 | Assessment: Tests 4, 5, 6, 7, 8, 10, 11, 16, 21 Performance Task 5, Checks 4 Learning | ||||||||

72 | use | comprehen | 1 recall | ||||||||||||

73 | application | 2 skills | |||||||||||||

74 | analysis | 3 strategic | |||||||||||||

75 | synthesis | 4 extended | |||||||||||||

76 | eval | ||||||||||||||

77 | Grade 6 | ||||||||||||||

78 | MA 6.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines | ||||||||||||||

79 | MA 6.2.1 CHARACTERISTICS: Students will compare and contrast properties among two-dimensional shapes and three-dimensional objects. | ||||||||||||||

80 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

81 | MA 6.2.1a | Justify the classification of three dimensional objects. | classification of three dimensional objects | Three dimensional objects can be classified. Why do we classify 3-D objects? How do we sort 3-D objects? | knowledge | Investigation 6, 12 Maintenance: Written Practice Lessons 61, 64, 65, 67, 68, 69, 70, 71, 73, 74, 75, 76, 81, 82, 83, 87, 90, 91, 92, 94, 95, 99, 101, 104 | Assessment: Tests 13, 14, 18, 19, 20 Performance Task 13, 17 , Checks 4 Learning | ||||||||

82 | comprehen | 1 recall | |||||||||||||

83 | justify | application | 2 skills | ||||||||||||

84 | analysis | 3 strategic | |||||||||||||

85 | synthesis | 4 extended | |||||||||||||

86 | eval | ||||||||||||||

87 | |||||||||||||||

88 | MA 6.2.2 COORDINATE GEOMETRY: Students will label points using coordinate geometry. | ||||||||||||||

89 | REGIONAL PRIORITY MA 6.2.2a TESTED DOK level 1 | Identify the ordered pair of a plotted point in the coordinate plane. | ordered pair plotted point in the coordinate plane | Name ordered pairs on a coordinate plane. How can you name an ordered pair on a coordinate plane? | knowledge | New Concept Lessons 96 Investigation 7, 11 Maintenance Written Practice Lessons 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 84, 86, 87, 88, 90, 91, 92, 93, 94, 96, 101, 102, 103, 104, 108, 109, 110, 112, 113, 114, 115, 116, 119, 120 | Assessment: Tests test and practice generator Performance Task 15, Checks 4 Learning | ||||||||

90 | comprehen | 1 recall | |||||||||||||

91 | identify | application | 2 skills | ||||||||||||

92 | analysis | 3 strategic | |||||||||||||

93 | synthesis | 4 extended | |||||||||||||

94 | eval | ||||||||||||||

95 | MA 6.2.3 TRANSFORMATIONS: Students will use and describe results of transformations on geometric shapes. | ||||||||||||||

96 | MA 6.2.3a | Perform and describe positions and orientation of shapes under single transformations (translation, rotation, reflection) not on a coordinate plane. | identify | positions and orientation of shapes under single transformation not on a coordinate plane | How can you change the movement of transformations not on a coordinate plane? How do you describe that change? | knowledge | New Concept Lessons 90, 108 Investigation Number(s) 11 Maintenance: Written Practice Lessons 90, 91, 92, 95, 96, 97, 99, 103, 108, 109, 110, 111, 117 | Assessment: Tests 20 Performance Task 15, 21, Checks 4 Learning | |||||||

97 | comprehen | 1 recall | |||||||||||||

98 | application | 2 skills | |||||||||||||

99 | analysis | 3 strategic | |||||||||||||

100 | synthesis | 4 extended | |||||||||||||

101 | eval | ||||||||||||||

102 | MA. 6.2.4 SPATIAL MODELING: Students will use visualization of geometric models to solve problems. | ||||||||||||||

103 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

104 | REGIONAL PRIORITY MA 6.2.4.a TESTED DOK level 1,2 | Identify two-dimensional drawings of three dimensional objects. | two dimensional drawings three dimensional drawings | Identitify a 3-D object from a 2-D drawing How can you identi fy 3-D object from a 2-D drawing? | knowledge | Investigation 6, 12 Maintenance: Written Practice Lessons 61, 64, 65, 67, 68, 69, 70, 71, 73, 74, 75, 76, 81, 82, 83, 87, 90, 91, 92, 94, 95, 99, 101, 104 | Assessment: Tests 13, 14, 18, 19, 20, Checks 4 Learning | ||||||||

105 | identify | comprehen | 1 recall | ||||||||||||

106 | application | 2 skills | |||||||||||||

107 | analysis | 3 strategic | |||||||||||||

108 | synthesis | 4 extended | |||||||||||||

109 | eval | ||||||||||||||

110 | MA 6.2.5 MEASUREMENT: Students will apply appropriate procedures, tools and formulas to determine measurements. | ||||||||||||||

111 | REGIONAL PRIORITY MA 6.2.5a | Estimate and measure length using customary and metric units to the nearest 1/16th inch and mm. | length customary units metric units 1/16 inch mm | How can you estimate using customary and metric units? How can you measure using customaryand metric units? | knowledge | New Concept Lessons 17, 69 Maintenance: Written Practice Lessons 17, 18, 19, 20, 25, 26, 28, 31, 32, 33, 37, 39, 40, 41, 43, 44, 45, 46, 47, 49, 68, 69, 70, 73, 74, 81, 88, 90, 91, 92, 93, 94, 95, 96, 98, 99, 101, 110, 112 | Assessment: Tests test and practice generator Performance Task 5, Checks 4 Learning | ||||||||

112 | estimate and measure | comprehen | 1 recall | ||||||||||||

113 | application | 2 skills | |||||||||||||

114 | analysis | 3 strategic | |||||||||||||

115 | synthesis | 4 extended | |||||||||||||

116 | eval | ||||||||||||||

117 | REGIONAL PRIORITY MA 6.2.5b | Measure volume/capacity using the metric system. | volume capacity metric system | How can you measure volume/capacity usingt he metric system? | knowledge | New Concept Lessons 78, 82 Investigation 12 Maintenance: Written Practice Lessons 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 92, 93, 94, 95, 96, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 113, 114, 115, 116, 117, 118, 119, 120 | Assessment: Tests 16, 17, 18, 20, 21, 22, Checks 4 Learning | ||||||||

118 | measure | comprehen | 1 recall | ||||||||||||

119 | application | 2 skills | |||||||||||||

120 | analysis | 3 strategic | |||||||||||||

121 | synthesis | 4 extended | |||||||||||||

122 | eval | ||||||||||||||

123 | MA 6.2.5c | Convert length, weight (mass), and liquid capacity from one unit to another within the same system. | length weight (mass) liquid capacity unit system | How can you convert units of liquid capaci ty? How can you convert units of length within the same system? How can you convert units of weight within the same system? | knowledge | New Concept Lesson 102 Maintenance: Power Up Lessons 2, 3, 5, 6-10, 12, 13, 16, 17, 18, 22, 23, 24, 25, 28, 29, 32, 34, 35, 41, 42, 55, 56, 63, 64, 67, 68, 79, 80, 81, 82, 83, 84, 85, 86, 88, 91, 96, 97, 98, 99, 100, 101, 102, 103, 105, 106, 107, 108, 109 Written Practice Lessons 102, 103, 104, 105, 106, 107, 115, 116, 119 | Assessment: Test 21, Checks 4 Learning | ||||||||

124 | comprehen | 1 recall | |||||||||||||

125 | Convert | application | 2 skills | ||||||||||||

126 | analysis | 3 strategic | |||||||||||||

127 | synthesis | 4 extended | |||||||||||||

128 | eval | ||||||||||||||

129 | REGIONAL PRIORITY MA 6.2.5d TESTED DOK level 1,2 | Determine the perimeter of polygons. | perimeter polygon | How can you find the perimeter of a polygon? Why do we need to figure perimeter of polygons? | knowledge | New Concept Lessons 8, 91, 103 Maintenance: Power Up Lessons 11, 27, 37, 38, 46, 52, 54, 70 Problem-Solving Overview Problem Solving Lessons 41, 66, 74, 89 Written Practice Lessons 8, 9, 10, 11, 12, 13, 14, 16-30, 32, 33, 35-38, 40-42, 47-49, 54, 58, 63, 70, 75-77, 79, 83, 87-90, 91, 92, 93, 95, 100, 102, 103, 104, 105, 106, 107, 108, 110, 112, 113, 114, 115, 116, 118 | Assessment: Tests 2, 3, 4, 6, 7, 9, 11, 18, 19, 20, 21, 22, 23, Checks 4 Learning | ||||||||

130 | comprehen | 1 recall | |||||||||||||

131 | application | 2 skills | |||||||||||||

132 | determine | analysis | 3 strategic | ||||||||||||

133 | synthesis | 4 extended | |||||||||||||

134 | eval | ||||||||||||||

135 | REGIONAL PRIORITY MA 6.2.5e TESTED DOK level 1,2 | Determine the area of parallelograms and triangles. | area parallelograms triangles | How can we find the area of a triangle? How can you find the area of a parallelogram? | knowledge | New Concept Lessons 31, 71, 79, 81, 91, 107, 118 Maintenance: Power Up Lessons 32, 33, 45, 54, 71 Problem-Solving Overview Problem Solving Lessons 39, 41, 69 Written Practice Lessons 31, 32, 33, 34, 35, 36, 37, 39, 40, 41, 42, 46, 48, 49, 50, 54, 57, 63, 64, 67, 68, 70, 71, 73, 75, 76, 77, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120 | Assessment: Tests 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, Checks 4 Learning | ||||||||

136 | comprehen | 1 recall | |||||||||||||

137 | determine | application | 2 skills | ||||||||||||

138 | analysis | 3 strategic | |||||||||||||

139 | synthesis | 4 extended | |||||||||||||

140 | eval | ||||||||||||||

141 | REGIONAL PRIORITY MA 6.2.5f TESTED DOK level 1,2 | Determine the volume of rectangular prisms. | volume rectangular prisms | How can you find the volume of a rectangular prism? | knowledge | New Concept Lesson 82 Investigation 12 Maintenance: Power Up Lessons 89, 90, 111, 112, 114 Written Practice Lessons 82, 83, 84, 85, 86, 87, 88, 89, 90, 93, 95, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 113, 114, 115, 116, 117, 118, 119, 120 | Assessment: Tests 17, 18, 20, 21, 22, Checks 4 Learning | ||||||||

142 | determine | comprehen | 1 recall | ||||||||||||

143 | application | 2 skills | |||||||||||||

144 | analysis | 3 strategic | |||||||||||||

145 | synthesis | 4 extended | |||||||||||||

146 | eval | ||||||||||||||

147 | MA 6.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

148 | Grade 6 | ||||||||||||||

149 | MA 6.3.1 RELATIONSHIPS: Students will represent , analyze and use relationships to make generalizations. | ||||||||||||||

150 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

151 | REGIONAL PRIORITY MA 6.3.1a TESTED DOK level 2,3 | Describe and create simple algebraic expressions (e.g., one operation, one variable) from words and tables. | simple algebraic expressions words tables | How do we make algebraic expressions from wods and tables? | knowledge | New Concept Lesson 96 Maintenance: Power Up Lesson 4 Written Practice Lessons 96, 97, 99, 102, 105, 109, 114, 118, 119 | Assessment: Tests test and practice generator, Checks 4 Learning | ||||||||

152 | comprehen | 1 recall | |||||||||||||

153 | Describe create | application | 2 skills | ||||||||||||

154 | analysis | 3 strategic | |||||||||||||

155 | synthesis | 4 extended | |||||||||||||

156 | eval | ||||||||||||||

157 | REGIONAL PRIORITY MA 6.3.1b TESTED DOK level 2 | Use a variable to describe a situation with an equation (e.g., one-step, one variable.) | a situation with an equation (variable) | How do we use a variable to make an equation? | knowledge | New Concept Lessons 3, 4, 43, 87 Maintenance: Power Up Lesson 4 Written Practice Lessons 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21-24, 25, 28, 29, 31-33, 34, 36, 37, 40, 41, 43-54, 56, 58-60, 61, 62-73, 74, 75-80, 82, 85-87, 88, 89, 90, 91, 93, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110 | Assessment: Tests 1, 2, 3, 4, 7, 9, 10, 11, 13, 15, 17, 18, 20, Checks 4 Learning | ||||||||

158 | comprehen | 1 recall | |||||||||||||

159 | Use and describe | application | 2 skills | ||||||||||||

160 | analysis | 3 strategic | |||||||||||||

161 | synthesis | 4 extended | |||||||||||||

162 | eval | ||||||||||||||

163 | MA 6.3.1c | Identify relationships as increasing, decreasing, or constant. | relationships increasing descreasing constant | How can I tell when relationships change? | knowledge | New Concept Lesson 96 Maintenance: Written Practice Lessons 96, 97, 99, 102, 105, 109, 114, 118, 119 | Assessment: Tests test and practice generator, Checks 4 Learning | ||||||||

164 | identify | comprehen | 1 recall | ||||||||||||

165 | application | 2 skills | |||||||||||||

166 | analysis | 3 strategic | |||||||||||||

167 | synthesis | 4 extended | |||||||||||||

168 | eval | ||||||||||||||

169 | incresig | ||||||||||||||

170 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

171 | REGIONAL PRIORITY MA 6.3.2a TESTED DOK level 2,3 | Model contextualized problems using various representations (e.g., graphs and tables.) | How can you use a graph or table to show relationships? | knowledge | New Concept Lessons 18, 40 Investigation 1, 4, 5, 7, 9 Maintenance: Problem-Solving Overview Problem Solving Lesson 21 Written Practice Lessons 18, 40, 51, 56, 57, 59, 62, 64, 66, 70, 80, 86, 89, 91, 93, 94, 98, 99, 102, 107, 113-120 | Assessment: Tests 4, Checks 4 Learning | |||||||||

172 | Model using | Problems and representations | comprehen | 1 recall | |||||||||||

173 | application | 2 skills | |||||||||||||

174 | analysis | 3 strategic | |||||||||||||

175 | synthesis | 4 extended | |||||||||||||

176 | eval | ||||||||||||||

177 | MA 6.3.2b | Represent a variety of quantitative relationships using symbols and words. | variety quantitative relationships | How can you use words to interpret graphs and tables. | knowledge | New Concept Lessons 1-5, 12, 13, 18, 21, 22, 23, 24, 25, 26, 29, 36, 37, 38, 39, 42, 43, 44, 45, 46, 48, 49, 50, 52, 54, 57, 59, 61, 63, 65, 66, 68, 70, 72, 79, 81-85, 86, 95, 100, 104, 105, 106, 107, 111-114, 116 Investigation 2 Maintenance: Power Up Lessons 1-120 Problem-Solving Overview Problem Solving Lessons 3, 5, 6, 15, 23, 28, 33, 36, 37, 40, 42, 51, 52, 57, 61, 62, 71, 75, 76, 80, 83, 91, 99, 107, 111, 112, 117, 119 Written Practice Lessons 1-120 | Assessment: Tests 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 17, 18, 19, 20, 21, 22, 23 Performance Task 1, 2, 4, 7, 9, Checks 4 Learning | ||||||||

178 | comprehen | 1 recall | |||||||||||||

179 | application | 2 skills | |||||||||||||

180 | Represents | analysis | 3 strategic | ||||||||||||

181 | synthesis | 4 extended | |||||||||||||

182 | eval | ||||||||||||||

183 | MA 6.3.3 PROCEDURES: Students will apply properties to solve equations. | ||||||||||||||

184 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

185 | MA 6.3.3a | Explain the multiplication property of equality (e.g., if a=b, then ac=bc.) | multiplication property of equality | How can we use the multiplicaiton property to solve problems? | knowledge | Lessons 3, 5, 6, 15 | Checks 4 Learning, Test and Practice Generator | ||||||||

186 | explain | comprehen | 1 recall | ||||||||||||

187 | application | 2 skills | |||||||||||||

188 | analysis | 3 strategic | |||||||||||||

189 | synthesis | 4 extended | |||||||||||||

190 | eval | ||||||||||||||

191 | REGIONAL PRIORITY MA 6.3.3b TESTED DOK level 1 | Evaluate numerical expressions containing multiple operations with respect to order of operations (e.g., 2+4x5.) | order of operations | How can you solve order of operation problems? | knowledge | New Concept Lessons 5, 84, 92, 106 Maintenance: Power Up Lessons 20-120 Problem-Solving Overview Problem Solving Lesson 6 Written Practice Lessons 5-8, 9, 11-22, 23, 24, 25, 27-30, 34, 37, 38, 54, 56, 57, 63, 64, 66, 67, 69, 84, 85, 86, 87, 88, 89, 90, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 119 | Assessment: Tests 1, 2, 3, 6, 7, 19, 23 Performance Task 16, Checks 4 Learning | ||||||||

192 | evalute | comprehen | 1 recall | ||||||||||||

193 | application | 2 skills | |||||||||||||

194 | analysis | 3 strategic | |||||||||||||

195 | synthesis | 4 extended | |||||||||||||

196 | eval | ||||||||||||||

197 | REGIONAL PRIORITY MA 6.3.3c TESTED DOK level 1 | Evaluate simple algebraic expressions involving multiplication and division. | algebraic expressions multiplication division | How can we use multiplication.division to solve algebra problems? | knowledge | New Concept Lesson 96 Maintenance: Power Up Lessons 87, 92, 93, 94, 95 Written Practice Lessons 96, 97, 99, 102, 105, 109, 114, 118, 119 | Assessment: Tests test and practice generator, Checks 4 Learning | ||||||||

198 | comprehen | 1 recall | |||||||||||||

199 | evalute | application | 2 skills | ||||||||||||

200 | analysis | 3 strategic | |||||||||||||

201 | synthesis | 4 extended | |||||||||||||

202 | eval | ||||||||||||||

203 | REGIONAL PRIORITY MA 6.3.3d TESTED DOK level 1 | Solve one-step equations involving positive rational numbers. | one-step equations positive rational numbers | How do we solve one step equations? | knowledge | New Concept Lessons 3, 4, 43, 83, 85, 87, 101, 105, 119 Maintenance: Written Practice Lessons 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21-24, 25, 28, 29, 31-33, 34, 36, 37, 40, 41, 43-54, 56, 58-60, 61, 62-73, 74, 75-80, 82, 83, 84, 85-87, 88, 89, 90, 91, 92, 93, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120 | Assessment: Tests 1, 2, 3, 4, 7, 9, 10, 11, 13, 15, 17, 18, 19, 20, 21, 22, 23, Checks 4 Learning | ||||||||

204 | comprehen | 1 recall | |||||||||||||

205 | application | 2 skills | |||||||||||||

206 | analysis | 3 strategic | |||||||||||||

207 | Solve | synthesis | 4 extended | ||||||||||||

208 | eval | ||||||||||||||

209 | REGIONAL PRIORITY MA 6.3.3e TESTED DOK level 2 | Identify and explain the properties of equality used in solving one-step equations (e.g., addition, subtraction, division.) | Properties of equality one step equations | How do we use propertieis of equality in one-step equations? | knowledge | *New Concept Lessons 83, 87 * | Foundational Reference, Checks 4 Learning | ||||||||

210 | comprehen | 1 recall | |||||||||||||

211 | Identify and explain | application | 2 skills | ||||||||||||

212 | analysis | 3 strategic | |||||||||||||

213 | synthesis | 4 extended | |||||||||||||

214 | eval | ||||||||||||||

215 | MA 6.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

216 | Grade 6 | ||||||||||||||

217 | Concept | ||||||||||||||

218 | MA 6.4.1 DISPLAY AND ANALYSIS: Students will organize, display, compare and interpret data. | ||||||||||||||

219 | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know-nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

220 | MA 6.4.1a | Represent data using stem and leaf plots, histograms, and frequency charts. | Represents | How can we draw a variety of graphs? | knowledge | Investigation 1, 4, 5 Maintenance: Written Practice Lessons 18, 40, 51, 56, 57, 59, 62, 66, 80, 86, 89, 94, 99, 102, 107, 113-120 | Assessment: Tests 19 Performance Task 10, Checks 4 Learning | ||||||||

221 | comprehen | 1 recall | |||||||||||||

222 | stem, leaf plots, histograms, frequency charts | application | 2 skills | ||||||||||||

223 | analysis | 3 strategic | |||||||||||||

224 | synthesis | 4 extended | |||||||||||||

225 | eval | ||||||||||||||

226 | REGIONAL PRIORITY MA 6.4.1b TESTED DOK level 2 | Compare and interpret data sets and their graphical representations. | data sets graphical representations | How can we tell what data on graphs mean? | knowledge | Investigation 1, 4, Maintenance: Written Practice Lessons 18, 40, 51, 56, 57, 59, 62, 66, 80, 86, 89, 94, 99, 102, 107, 113-120 | Assessment: Performance Task 3, 10, 11, Checks 4 Learning | ||||||||

227 | comprehen | 1 recall | |||||||||||||

228 | compare and interpret | application | 2 skills | ||||||||||||

229 | analysis | 3 strategic | |||||||||||||

230 | synthesis | 4 extended | |||||||||||||

231 | eval | ||||||||||||||

232 | REGIONAL PRIORITY MA 6.4.1c TESTED DOK level 1 | Find the mean, median, mode and range for a set of data. | mean median mode range data set | How can you find mean, median, mode and range? | Knowledge | New Concept Lesson 18 Investigation 5 Maintenance: Power Up Lessons 73, 74, 75, 77, 78, 116, 117, 118, 119, 120 Written Practice Lessons 18, 19, 20, 21, 22, 25, 26, 28, 30, 32, 34, 36, 37, 39, 41, 42, 44, 45, 47, 48, 49, 50, 53, 54, 56, 56, 58, 59, 60, 61, 62, 66, 67, 68, 69, 70, 72, 73, 74, 79, 80, 89, 90, 92, 93, 94, 96, 97, 99, 100, 101, 102, 103, 104, 106, 107, 111 113-120 | Assessment: Performance Task 11, Checks 4 Learning | ||||||||

233 | comprehen | 1 recall | |||||||||||||

234 | Find | application | 2 skills | ||||||||||||

235 | analysis | 3 strategic | |||||||||||||

236 | synthesis | 4 extended | |||||||||||||

237 | eval | ||||||||||||||

238 | MA 6.4.1d | Compare the mean, median, mode and range from two sets of data. | mean median mode range 2 data set | How can you use 2 sets of data to find mean, median, mode and range? | knowledge | New Concept Lesson 18 Investigation 5 Maintenance: Written Practice Lessons 18, 19, 20, 21, 22, 25, 26, 28, 30, 32, 34, 36, 37, 39, 41, 42, 44, 45, 47, 48, 49, 50, 53, 54, 56, 56, 58, 59, 60, 61, 62, 66, 67, 68, 69, 70, 72, 73, 74, 79, 80, 89, 90, 92, 93, 94, 96, 97, 99, 100, 101, 102, 103, 104, 106, 107, 111 113-120 | Assessment: Tests 4, 5, 6, 8, 10, 19 Performance Task 11, Checks 4 Learning | ||||||||

239 | comprehen | 1 recall | |||||||||||||

240 | Compare | application | 2 skills | ||||||||||||

241 | analysis | 3 strategic | |||||||||||||

242 | synthesis | 4 extended | |||||||||||||

243 | eval | ||||||||||||||

244 | MA 6.4.2 PREDICTIONS AND INFERENCES: Students will construct predictions based on data. | ||||||||||||||

245 | MA 6.4.2a | Make predictions based on data and create questions to further investigate the quality of the predictions. | predictions quality | How can you make predictions based on data? | Knowledge | Investigation 1, 4, 5 Maintenance: Written Practice Lesson 16 | Assessment: Performance Task 3, Checks 4 Learning | ||||||||

246 | comprehen | 1 recall | |||||||||||||

247 | make and create | application | 2 skills | ||||||||||||

248 | analysis | 3 strategic | |||||||||||||

249 | synthesis | 4 extended | |||||||||||||

250 | eval | ||||||||||||||

251 | MA 6.4.3 PROBABILITY: Students will apply basic concepts of probability. | ||||||||||||||

252 | MA 6.4.3a | Describe the theoretical probability of an event using a fraction, percentage, decimal or ratio. | theoretical probability fractions % decimal ratio | How can you use a variety of ways to represent probability? | Knowledge | New Concept Lesson 58 Investigation 9, 10 Maintenance: Power Up Lessons 82, 83, 84, 115 Problem-Solving Overview Problem Solving Lessons 13, 93 Written Practice Lessons 58, 59, 60, 62, 65, 66, 67, 68, 72, 75, 77, 82, 85, 86, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 108, 109, 110, 111, 113, 115, 116, 117, 119, 120 | Assessment: Tests 12, 13, 14, 19, 20, 22, 23, Checks 4 Learning | ||||||||

253 | comprehen | 1 recall | |||||||||||||

254 | Describe | application | 2 skills | ||||||||||||

255 | analysis | 3 strategic | |||||||||||||

256 | synthesis | 4 extended | |||||||||||||

257 | eval | ||||||||||||||

258 | REGIONAL PRIORITY MA 6.4.3b TESTED DOK level 1,2 | Compute theoretical probabilities for independent events. | theoretical probability | How can you solve probability problems? | Knowledge | New Concept Lesson 58 Investigation 9, 10 Maintenance: Power Up Lessons 82, 83, 84, 115 Problem-Solving Overview Problem Solving Lessons 13, 93 Written Practice Lessons 58, 59, 60, 62, 65, 66, 67, 68, 72, 75, 77, 82, 85, 86, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 108, 109, 110, 111, 113, 115, 116, 117, 119, 120 | Assessment: Tests 12, 13, 14, 19, 20, 22, 23, Checks 4 Learning | ||||||||

259 | comprehen | 1 recall | |||||||||||||

260 | compute | application | 2 skills | ||||||||||||

261 | analysis | 3 strategic | |||||||||||||

262 | synthesis | 4 extended | |||||||||||||

263 | eval | ||||||||||||||

264 | REGIONAL PRIORITY MA 6.4.3c TESTED DOK level 1 | Find experimental probability for independent events. | experimental probability | How can we use experiments to find probaility? | Knowledge | New Concept Lesson 58 Investigation 9, 10 Maintenance: Power Up Lessons 82, 83, 84, 115 Problem-Solving Overview Problem Solving Lessons 13, 93 Written Practice Lessons 58, 59, 60, 62, 65, 66, 67, 68, 72, 75, 77, 82, 85, 86, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 108, 109, 110, 111, 113, 115, 116, 117, 119, 120 | Assessment: Tests 12, 13, 14, 19, 20, 22, 23, Checks 4 Learning | ||||||||

265 | comprehen | 1 recall | |||||||||||||

266 | application | 2 skills | |||||||||||||

267 | analysis | 3 strategic | |||||||||||||

268 | Find | synthesis | 4 extended | ||||||||||||

269 | eval | ||||||||||||||

270 |

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1 | MA 7.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||
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2 | Grade 7 | ||||||||||||||

3 | Concept | ||||||||||||||

4 | MA 7.1.1 NUMBER SYSTEM: Students will represent and show relationships among rational numbers.. | ||||||||||||||

5 | INDICATORS | CONCEPTS Students will know- nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math Course 2 © 2007 Teacher’s Manual correlated to the Nebraska Mathematics Standards Grade 7 | ASSESSMENT core, common | |||||||

6 | REGIONAL PRIORITY MA 7.1.1 a TESTED DOK level 2 | Show equivalence among fractions, decimals and percents. | equivalence frations decimals percents | show | Numbers can be shown in a variety of forms that equal one another. How can yu express a number in different forms? | knowledge | New Concept Lessons 8, 15, 43, 48, 81 Investigation 1 Maintenance: Power Up Lessons 30, 31, 32, 33-57, 63, 87, 109, 110 Written Practice Lessons 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 37, 38, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 55, 56, 58, 59, 60, 61, 62, 63, 64, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 109, 110, 111, 112, 114, 115, 116, 117, 118, 119, 120 Assessment: Performance Task 2, 3, 4, 5, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19 | Test 11,12,13,14,15,16,17 | |||||||

7 | comprehen | 1 recall | 18,19 | ||||||||||||

8 | application | 2 skills | Checks for Learning | ||||||||||||

9 | analysis | 3 strategic | |||||||||||||

10 | synthesis | 4 extended | |||||||||||||

11 | eval | ||||||||||||||

12 | REGIONAL PRIORITY MA 7.1.1 b TESTED DOK level 2 | Compare and order rational numbers (e.g., fractions, decimals, percents.) | rational number fractions decimals percents | compare order | Numbers can be compared and written in order. How can you compare rational numbers in different forms and place them in order? | Knowledge | New Concept Lessons 4, 12, 33 Maintenance: Written Practice Lessons 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 31, 33, 34, 37, 38, 39, 40, 44, 45, 46, 49, 50, 56, 57, 58, 60, 65, 67, 68, 72, 74, 75, 84, 89, 90, 93, 100 Assessment: Cumulative Assessment 1, 2, 3, 4, 7, 11 Performance Task Number(s) 1 | Test 1,2,4, 7,8,11,13,15 | |||||||

13 | comprehen | 1 recall | Checks for Learning | ||||||||||||

14 | application | 2 skills | |||||||||||||

15 | analysis | 3 strategic | |||||||||||||

16 | synthesis | 4 extended | |||||||||||||

17 | eval | ||||||||||||||

18 | REGIONAL PRIORITY MA 7.1.1.c TESTED DOK level 1 | Represent large numbers using scientific notation. | large numbers scientific notation | represent | Large numbers can be written using scientific notation. How can large numbers be expressed with scientific notation? | Knowledge | New Concept Lessons 47, 51, 69, 83, 111 Maintenance: Written Practice Lessons 47, 48, 49, 50, 51, 52, 53, 54, 55, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 68, 69, 70, 71, 72, 73, 74, 75, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120 Assessment: Cumulative Assessment 10, 11, 14, 17, 18, 19, 20, 23 | Test 11 | |||||||

19 | comprehen | 1 recall | Checks for Learning | ||||||||||||

20 | application | 2 skills | |||||||||||||

21 | analysis | 3 strategic | |||||||||||||

22 | synthesis | 4 extended | |||||||||||||

23 | eval | ||||||||||||||

24 | MA 7.1.1d | Classify numbers as natural, whole, integer, or rational. | numbers: natural whole integer rational | classify | Numbers can be classified as natural, whole, integer, or rational. Why is a given number a member of the natural, whoel, integer or rational set? | knowledge | New Concept Lesson 86 Maintenance: Written Practice Lessons 86, 87, 88, 89, 90, 91, 95, 98, 100, 106, 114, 119 Assessment: Cumulative Assessment 18, 19 | Test 18,19,21 | |||||||

25 | comprehen | 1 recall | |||||||||||||

26 | application | 2 skills | |||||||||||||

27 | analysis | 3 strategic | |||||||||||||

28 | synthesis | 4 extended | |||||||||||||

29 | eval | ||||||||||||||

30 | MA 7.1.1.e | Find least common multiple and greatest common divisor given two numbers. | least common multiple (LCM) greatest common divisor (GCD) | find | Determinthe LCM and the GCD given two numbers. How can we find the LCM and GCD if we are given two numbers? | Knowledge | New Concept Lessons 6, 21, 24, 27, 30 Maintenance: Written Practice Lessons 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 20, 21-25, 26, 27-32, 33-64, 65, 66-72, 74, 75, 77-79, 81-83, 85, 86, 90, 93, 111, 112, 113, 117 Assessment: Cumulative Assessment 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 15, 19 | Test 2,3,6,7 | |||||||

31 | comprehen | 1 recall | |||||||||||||

32 | application | 2 skills | |||||||||||||

33 | analysis | 3 strategic | |||||||||||||

34 | synthesis | 4 extended | |||||||||||||

35 | eval | ||||||||||||||

36 | Concept | ||||||||||||||

37 | MA 7.1.2 OPERATIONS: Students will demonstrate the meaning of arithmetic operations with positive fractions, decimals and integers. | ||||||||||||||

38 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

39 | MA 7.1.2 a | Use drawings, words and symbols to explain the meaning of multiplication and division of fractions (e.g., 2/3 x 6 as two-thirds of six, or 6 x 2/3 as 6 groups of two-thirds, or 6 ÷2/3 as how many two-thirds there are in six.) | multiplication division fractions | draw write symbolize explain | Expressing the meaning of multiplication and division of fractions using various ways. How can the multiplication and division of fractions be illustrated in different forms? | knowledge | New Concept Lessons 9, 25, 26 Maintenance: Power Up Lessons 42-54, 71, 73, 94, 95, 96, 97, 98-100 Written Practice Lessons 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20, 21, 22, 23, 24, 26-73, 75-81, 95, 103, 108, 110, 113 Assessment: Cumulative Assessment 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 Performance Task 5 | Test 2,4,5, 6,7,8,9,10,11,12,13, | |||||||

40 | comprehen | 1 recall | 14,15 | ||||||||||||

41 | application | 2 skills | |||||||||||||

42 | analysis | 3 strategic | |||||||||||||

43 | synthesis | 4 extended | |||||||||||||

44 | eval | ||||||||||||||

45 | MA 7.1.2 b | Use drawings, words and symbols to explain the meaning of multiplication and division of decimals. | multiplication division decimals | draw write symbolize explain | Expressing the meaning of multiplication and division of decimals using various ways. How can the multiplication and division of decimals be illustrated in different forms. | knowledge | New Concept Lessons 35, 45 Maintenance: Power Up Lessons 6-71, 73, 75, 76, 79, 82, 83, 84, 87 Written Practice Lessons 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 64, 65, 66, 67, 68, 69, 70, 72, 73, 76, 79, 82, 86, 90, 91, 94, 109, 111, 116, 120 Assessment: Cumulative Assessment 7, 8, 9, 10, 11, 12, 13, 14 | Test 7,8,9,10,11,12,13,14 | |||||||

46 | comprehen | 1 recall | |||||||||||||

47 | application | 2 skills | |||||||||||||

48 | analysis | 3 strategic | |||||||||||||

49 | synthesis | 4 extended | |||||||||||||

50 | eval | ||||||||||||||

51 | MA 7.1.2 c | Use drawings, words and symbols to explain the meaning of addition and subtraction of integers. | addition subtraction integers | draw write symbolize explain | Expressing addition and subtraction of integers using various ways. How can the addition and subtraction of integers be illustrated in different forms? | knowledge | New Concept Lessons 59, 68 Maintenance: Power Up Lesson 15 Written Practice Lessons 59, 60, 61, 62, 63, 64, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 81, 82, 83, 84, 91, 92, 93, 94, 95 Assessment: Cumulative Assessment 13, 14, 15, 16, 17 | Test 13,14,15,16,17 | |||||||

52 | comprehen | 1 recall | |||||||||||||

53 | application | 2 skills | |||||||||||||

54 | analysis | 3 strategic | |||||||||||||

55 | synthesis | 4 extended | |||||||||||||

56 | eval | ||||||||||||||

57 | MA 7.1.3 COMPUTATION: Students will compute fluently and accurately using appropriate strategies and tools. | ||||||||||||||

58 | REGIONAL PRIORITY MA 7.1.3a TESTED DOK level 1 | Compute accurately with integers. | integers | compute | Use integers to compute accurately. Why is it important to compute integers accurately? | knowledge | New Concept Lessons 1, 3, 11-14, 28, 37, 41, 44, 46, 50, 52-55, 59, 61, 66, 68, 70, 75, 82, 86, 87, 88, 93, 96, 98, 99, 101, 105, 106, 108, 110, 113, 114, 118 Investigation 11 Maintenance Power Up Lessons 2-98, 100-120 Written Practice Lessons 1-120 Assessment: Cumulative Assessment 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20, 21, 22, 23 Performance Task 1 | Test Test 13,14,15,16,17, | |||||||

59 | comprehen | 1 recall | Checks for Learning | ||||||||||||

60 | application | 2 skills | |||||||||||||

61 | analysis | 3 strategic | |||||||||||||

62 | synthesis | 4 extended | |||||||||||||

63 | eval | ||||||||||||||

64 | REGIONAL PRIORITY MA 7.1.3b TESTED DOK level 2 | Select, apply and explain the method of computation when problem-solving using integers and positive rational numbers (e.g., models, mental computation, paper-pencil, technology, divisibility rules.) | integers rational numbers | select apply explain | Choose and explain the method of computation when problem solving with integers and postive rational numbers. How do you choose the correct method of computation and apply it when solving problems with integers and positive rational numbers? | knowledge | New Concept Lessons 1, 3, 9, 11-14, 23, 25, 26, 28, 30, 34, 35, 37, 41, 44, 45, 46, 49, 50, 52-55, 59, 61, 66, 68, 70, 75, 82, 86, 87, 88, 93, 96, 98, 99, 101, 105, 106, 108, 110, 113, 114, 118 Investigation 11 Maintenance: Power Up Lessons 2-120 Problem-Solving Overview Problem Solving Lessons 11, 14, 18, 22, 26, 31, 37, 47, 62, 67, 71, 102, 117, 118 Written Practice Lessons 1-120 Assessment: Cumulative Assessment 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20, 21, 22, 23 Performance Task 1, 2 | Test 1,2,3,4,6,7,8,9,10,11 | |||||||

65 | comprehen | 1 recall | 12,13,14,15,17,19,20,21,22 | ||||||||||||

66 | application | 2 skills | 23 | ||||||||||||

67 | analysis | 3 strategic | Checks for Learning | ||||||||||||

68 | synthesis | 4 extended | |||||||||||||

69 | eval | ||||||||||||||

70 | REGIONAL PRIORITY MA 7.1.3c TESTED DOK level 2 | Solve problems involving percent of numbers (e.g., percent of, %increase, % decrease.) | percent | solve | Solving problems involving percents that change. How do you solve problems using percent of numbers? | knowledge | New Concept Lessons 60, 77, 81, 92 Maintenance: Power Up Lessons 61, 65, 66-79, 81, 82, 83-88, 89, 90, 92, 93, 95, 96, 97, 98-114, 116, 117, 118, 119, 120 Written Practice Lessons 60, 65, 66, 67, 68, 69, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 112, 113, 114 Assessment: Cumulative Assessment 12, 13, 14, 16, 17, 18, 19, 20, 21, 22, 23 | Test 12,13,14,16,17,18,19,20,21 | |||||||

71 | comprehen | 1 recall | 22,23 | ||||||||||||

72 | application | 2 skills | Checks for Learning | ||||||||||||

73 | analysis | 3 strategic | |||||||||||||

74 | synthesis | 4 extended | |||||||||||||

75 | eval | ||||||||||||||

76 | MA 7.1.4 ESTIMATION: Students will estimate and check the reasonableness of answers by using appropriate strategies and tools. | ||||||||||||||

77 | REGIONAL PRIORITY MA 7.1.4a TESTED DOK level 2 | Use estimation methods to check the reasonableness of solutions for problems involving integers and positive rational numbers. | integers rational numbers | estimating reasonableness | Using estimation to check reasonableness of solutions for problems. How can we use methods of estimation to check the reasonableness of a problem? | knowledge | New Concept Lessons 29, 33, 79 Maintenance: Power Up Lessons 30, 31, 32, 33-36, 42-50, 66-68, 74, 77, 78, 79, 86, 89, 90, 93, 96, 101, 106, 111, 116 Written Practice Lessons 29-32, 33, 34, 35, 36, 37, 38, 44, 46, 47, 49, 51, 53, 55, 56, 57, 59, 60, 64, 65, 66, 67, 69, 70, 72, 74, 75, 79, 89, 90, 93, 97, 99, 100 Assessment: Cumulative Assessment 4, 6, 11 Performance Task 18 | Test 4,6,7,8,13 | |||||||

78 | comprehen | 1 recall | Checks for Learning | ||||||||||||

79 | application | 2 skills | |||||||||||||

80 | analysis | 3 strategic | |||||||||||||

81 | synthesis | 4 extended | |||||||||||||

82 | eval | ||||||||||||||

83 | Grade 7 | ||||||||||||||

84 | MA 7.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines | ||||||||||||||

85 | MA 7.2.1 CHARACTERISTICS: Students will describe, compare and contrast characteristics, properties and relationships of geometric shapes and objects. | ||||||||||||||

86 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

87 | MA 7.2.1a | Identify and describe similarity of two-dimensional shapes using side and angle measurements. | two dimentional shapes side measures angle measures similarity | identify describe | Making order of space How can you use side and angle measurements to determine the similarity of 2-D shapes? | knowledge | New Concept Lessons 18, 97 Maintenance: Written Practice Lessons 18, 21, 24, 28, 29, 31, 46, 50, 51, 54, 60, 61, 96, 97, 98, 99, 103, 104, 105, 108, 110, 111, 112, 113, 115, 116, 117, 118, 119, 120 Assessment: Cumulative Assessment 4, 21, 22 Performance Task 22 | Test 14,21,22 | |||||||

88 | comprehen | 1 recall | |||||||||||||

89 | application | 2 skills | |||||||||||||

90 | analysis | 3 strategic | |||||||||||||

91 | synthesis | 4 extended | |||||||||||||

92 | eval | ||||||||||||||

93 | MA 7.2.1b | Name line, line segment, ray and angle (e.g., | line line segment ray angle | name | Making order of space. How are symbols used to name a line, line segment, ray and an angle? | knowledge | New Concept Lessons 7, 17, 61, 89 Maintenance: Written Practice Lessons 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 27, 28, 32, 33, 35, 36, 37, 38, 39, 42, 51, 55, 56, 61, 63, 64, 66, 68, 72, 74, 76, 86, 87, 89, 90, 96, 102, 103, 111, 116, 117, 119 Assessment: Cumulative Assessment 2, 3, 4, 5, 6, 8, 9, 13, 18, 20, 22, 23 | Test 2,3,4,5,6,8,9,13,17,18, | |||||||

94 | comprehen | 1 recall | 20,22,23 | ||||||||||||

95 | application | 2 skills | |||||||||||||

96 | analysis | 3 strategic | |||||||||||||

97 | synthesis | 4 extended | |||||||||||||

98 | eval | ||||||||||||||

99 | |||||||||||||||

100 | MA 7.2.2 COORDINATE GEOMETRY: Students will label points using coordinate geometry. | ||||||||||||||

101 | REGIONAL PRIORITY MA 7.2.2a TESTED DOK level 1 | Plot the location of an ordered pair in the coordinate plane. | ordered pair location coordinate plane | plot | creates order in space How would we locate numbers on a coordinate plane? | knowledge | New Concept Lessons 119, 120 Investigation 3, 9 Maintenance: Power Up Lesson 106 Written Practice Lessons 31-38, 40, 42-44, 46, 48, 50, 54, 56, 58, 60, 61, 64-66, 71, 81, 84, 87, 91-98, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 115, 119, 120 Assessment: Cumulative Assessment 6, 7, 9 Performance Task 1, 5 | Test 6,7,9 | |||||||

102 | comprehen | 1 recall | Checks for Learning | ||||||||||||

103 | application | 2 skills | |||||||||||||

104 | analysis | 3 strategic | |||||||||||||

105 | synthesis | 4 extended | |||||||||||||

106 | eval | ||||||||||||||

107 | MA 7.2.2b | Identify the quadrant of the given point in the coordinate plane. | quadrant point coordinate plane | identufy | Geometry creates order in space All points lie within a quadrant. How do you determine which quadrant a point is in? | knowledge | New Concept Lessons 119, 120 Investigation 3, 9 Maintenance: Power Up Lesson 106 Written Practice Lessons 31-38, 40, 42-44, 46, 48, 50, 54, 56, 58, 60, 61, 64-66, 71, 81, 84, 87, 91-98, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 115, 119, 120 Assessment: Cumulative Assessment 6, 7, 9 Performance Task 1, 5 | Test 6,7,9 | |||||||

108 | comprehen | 1 recall | |||||||||||||

109 | application | 2 skills | |||||||||||||

110 | analysis | 3 strategic | |||||||||||||

111 | synthesis | 4 extended | |||||||||||||

112 | eval | ||||||||||||||

113 | REGIONAL PRIORITY MA 7.2.2c TESTED DOK level 1 | Find the distance between points along horizontal and vertical lines of a coordinate plane (e.g., what is the distance between (0,3) and (0,9.) | distance points horizonatal lines vertical lines coordinate plane | find | Distances between points can be measured. How do we find the distance between points on a line? | knowledge | New Concept Lessons 119, 120 Investigation 3, 9 Maintenance: Power Up Lesson 106 Written Practice Lessons 31-38, 40, 42-44, 46, 48, 50, 54, 56, 58, 60, 61, 64-66, 71, 81, 84, 87, 91-98, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 115, 119, 120 Assessment: Cumulative Assessment 6, 7, 9 Performance Task 1, 5 | Test 6,7,9 | |||||||

114 | comprehen | 1 recall | Checks for Learning | ||||||||||||

115 | application | 2 skills | |||||||||||||

116 | analysis | 3 strategic | |||||||||||||

117 | synthesis | 4 extended | |||||||||||||

118 | eval | ||||||||||||||

119 | MA 7.2.3 TRANSFORMATIONS: Students will use transformations and symmetry to analyze geometric shapes. | ||||||||||||||

120 | MA 7.2.3a | Identify lines of symmetry for a reflection. | lines of symmetry reflection | identify | Geometry creates order in space How can lines of symmetry be identified? | knowledge | New Concept Lesson 58 Maintenance: Written Practice Lessons 58, 60, 62, 63, 65, 67, 68, 69, 70, 73, 80, 81, 82, 83, 85, 88, 89, 92, 95, 98, 120 Assessment: Performance Task 3 | Test and Practice Generator | |||||||

121 | comprehen | 1 recall | |||||||||||||

122 | application | 2 skills | |||||||||||||

123 | analysis | 3 strategic | |||||||||||||

124 | synthesis | 4 extended | |||||||||||||

125 | eval | ||||||||||||||

126 | REGIONAL PRIORITY MA 7.2.3b TESTED DOK level 2 | Perform and describe positions and orientation of shapes under a single transformation (translation, rotation, reflection) on a coordinate plane. | orientation of shapes single transformation translation rotation reflection coordinate plane | perform describe | Using a single transformation to move a shape on a coordinate plane How does a single transformation change the position of a shape on a coordinate plane? | knowledge | New Concept Lessons 58, 80 Maintenance: Power Up Lessons 88, 93, 94 Written Practice Lessons 58, 60, 62, 63, 65, 67, 68, 69, 70, 73, 80, 81, 82, 83, 85, 88, 89, 90, 92, 95, 96, 97, 98, 110, 111, 116, 117, 120 Assessment: Cumulative Assessment 16 | Test 16 | |||||||

127 | knowledge | Checks for Learning | |||||||||||||

128 | comprehen | 1 recall | |||||||||||||

129 | application | 2 skills | |||||||||||||

130 | analysis | 3 strategic | |||||||||||||

131 | synthesis | 4 extended | |||||||||||||

132 | eval | ||||||||||||||

133 | MA. 7.2.4 SPATIAL MODELING: Students will use visualization of geometric models in problem solving. | ||||||||||||||

134 | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

135 | MA 7.2.4.a | Identify the shapes that make up the three dimensional object. | shapes 3 dimensional | identify | Geometry creates order in space How can 3-D obbjects be identified? | knowledge | New Concept Lesson 67 Maintenance: Written Practice Lessons 67, 68, 69, 70, 71, 72, 73, 74, 76, 77, 78, 79, 80, 83, 84, 85, 86, 88, 90, 91, 92, 93, 94, 96, 101, 104, 105 Assessment: Cumulative Assessment 14 Performance Task 23 | Test 14 | |||||||

136 | comprehen | 1 recall | |||||||||||||

137 | application | 2 skills | |||||||||||||

138 | analysis | 3 strategic | |||||||||||||

139 | synthesis | 4 extended | |||||||||||||

140 | eval | ||||||||||||||

141 | MA 7.2.4.b | Create two-dimensional representations of three-dimensional objects to visualize and solve problems (e.g., perspective drawing of a surface area.) | 2 dimensional 3 dimensional perspective drawing | create | Geometrt creates order in space. How can you draw 2-D drawings of 3-D objects? | knowledge | Investigation 2, 11 Maintenance: Written Practice Lessons 21, 23, 24, 26, 27, 29, 30, 32, 34, 42, 43, 46, 47, 50, 56, 58, 64, 66, 82 Assessment: Cumulative Assessment 5, 6 | Test 5,6 | |||||||

142 | comprehen | 1 recall |