| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | AF | AG | AH | AI | AJ | AK | AL | AM | AN | AO | AP | AQ | AR | AS | AT | AU | AV | AW | AX | AY | AZ | BA | BB | BC | ||
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1 | Week of Instruction # of Instrucational Days | September | October | November | December | January | February | March | April | May | June | |||||||||||||||||||||||||||||||||||||||||||||
2 | 9/3 2 days | 9/10 3 days | 9/17 4 days | 9/24 5 days | 10/1 5 days | 10/8 4 days | 10/15 5 days | 10/22 5 days | 10/29 5 days | 11/5 4 days | 11/12 4 days | 11/19 3 days | 11/26 5 days | 12/3 5 days | 12/10 5 days | 12/17 5 days | 12/24 0 days | 12/31 3 days | 1/7 5 days | 1/14 5 days | 1/21 4 days | 1/28 5days | 2/4 4 days | 2/11 5 days | 2/18 0 days | 2/25 5 days | 3/4 5 days | 3/11 5 days | 3/18 5 days | 3/25 5 days | 4/1 5 days | 4/8 5 days | 4/15 4 days | 4/22 0 days | 4/29 5 days | 5/6 5 days | 5/13 5 days | 5/20 5 days | 5/27 4 days | 6/3 3 days | 6/10 4 days | 6/17 5 Days | 6/24 3 days | TOTAL Days: 182 | ||||||||||||
3 | Important Notes | ELA STATE TEST 4/2-4/4 | MATH STATE TEST | Program & Notes | Priority Benchmarks | By Whom By When | ||||||||||||||||||||||||||||||||||||||||||||||||||
4 | PreK | All Math Instruction Taught in Centers and Morning Rug Time | Routines, management & Assessment - Baseline checkin | Module 1: Numbers to 5 | Module 2: Shapes | Module 3: Finding How Many? | Module 4: Measurement (and extra practice for Module 3: Counting) | Module 5: Numbers to 20, addition and subtraction | ||||||||||||||||||||||||||||||||||||||||||||||||
5 | Grade K | Workshop (45min 4 days a week) | Unit 1: Routines & Jars (28 Days) Benchmark Assessment for Jars Round 1 | 23 (of 43 ENY) days: Unit 1: Numbers to 10 (goal: quick images recognition of numbers 1 - 10 in ten frame - continued in December) | Module 2: Shapes | Module 3: Wt/Length/Capcaity vocab from Topic A and review of numbers to 10 (goal: introducing and mastering 10 frame and rekenrek as models) | Module 4: 29 days of 47 day unit | Complete Module 4 | Module 5 | Review of teen numbers and base ten awareness | ENY Model 6: 22 days Geometry and Analyzing & Comparing Shapes | End of Year Close Out: Assessment and intervention | ||||||||||||||||||||||||||||||||||||||||||||
6 | Jars (45min 1 day a week) | Model with Mathematics on paper | 100% Students are proficient counters (accurately solves for how many in a group of 43 items with a clear solving method). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
7 | Problem Solving (20-45min) | Routines, Benchmark Assessments (Access Tracking (Level 1) & Strategy), Goals: focus on choosing a strategy, access to what's happening in the story, and appropriate use of tools. Discourse: focus on routines (turn and talks, clean up, goal of the rug time, etc), management, and active listening on the rug. | Level I & II Problem Types: Goals: choosing an effective strategy (possibly introduce efficient (counting on, counting on from larger, etc)) Focus on how to record on paper (support the creation of a classroom rubric/criteria list for a good model on paper). During shares, make sure your models are clearly drawn as examples of how to show on paper. Engage students in unpacking their own and someone elses's strategy. Focus on your high flying students - pull from the top as much as possible | Level I & II PD and Beginning Fraction Problem Types Support introduction of math symbols (+, -, =), start to ask students to record a number model to match their work and/or the story. Focus on your cusp/middle students. Catch them up to the high fliers | Level I, II, III problem types - allows for introduction to all access. Focus on strategy selection, the developement of base ten strategies(take some of the "say ten" application days from Engage Module 5), and the discourse share with students building on each others ideas. Focus on your struggling students. Run parralell support groups, interventions, or focus on providing getting strategic feedback/nudges to get all students to the EOY benchmark level (see EOY benchmark) | Close out Benchmark assess access, accuracy, and strategy type (Focus on Level 1 Problems + fractions PD-ES) | Access with a beginning (levels 1-3) base ten solving straegy to all Level 1 problem types. Able to show thinking accurately on paper and verbally explain as well. | |||||||||||||||||||||||||||||||||||||||||||||||||
8 | Fluency (5 min a day, 5 days a week - could include HMWK) | Focus on counting, reading and writing numbers to 20 | Introduce the Math Symbols (+, -, =, <, >), Greater Than/Less Than to 20, Any number, +1,-1 within 6 | Continuing number patterns (counting forward and backwards by 1s and 10s on pattern), Any number +/- 2) | Counting number patterns (forward and backward by 1s and 10s off the pattern ex: 31, 41, etc) Mixed +/- within 6 | Intervention Focus on Prioirty Benchmarks | Reading and Writing Numbers to 20, +/- mixed number to 5, Counting forwards and backwards on pattern by 1s to 100 (partially assessed in Jars) | |||||||||||||||||||||||||||||||||||||||||||||||||
9 | SGI/Routines (20-25min a day 5 days a week (could include Intervention time and/or HMWK) | Today's Question, Quick Images, Today's Number (Build Number line to 10 as anchor charts in the room), Count around the Room (by 1s forward to 100), Calendar Math, counting songs/videos for transitions and body breaks, Days in School/Organic Number Line, Attendance Stick | Continued from beginning of the year with possible additions: Today's Number (Build Numbers to 20 as anchor charts in the room), and Ten Frame(use Japanese tools & models), Rekenrek, Guess my rule, Start with, Get To (Continue others) | Add: Collecting data over a long period of time (application to classroom interest), and take on 6 lessons from Engage Unit 3 (Continue Others if possible) | Choral Counting, Count and Sit (counting forwards and backwards by 1s and 10s on pattern), Race to 100, Hundreds Chart (Race to 100 and Hundreds Chart will help students develop more sophisticated strategies for Problem Solving), (Continue Others) | Start and Stop Counting (Orally as a crew as well as individually using register tape and pencils), Mystery Number (within 10 using expressions to solve), Estimation Station, (Continue Others) | *Priority Standards Assessment (maybe a combination with the end of the year fluency assessment?) | |||||||||||||||||||||||||||||||||||||||||||||||||
10 | Grade 1 | Workshop (45min 4 days a week) | Unit 1: Routines & Jars (30 days) | 42 of 45 day Unit (-3) days, ENY Module 1/2: Sums & Differences to 10 (through midmodule assessment) | 42 of 45 day Unit (-3) days, ENY Module 1/2: Sums & Differences to 10 Finish Unit - through end of unit assessment | 31 days (Skip ENY Unit 2) Insert instead: Double Decker Bus and Organizing & Collecting from Context for Learning | ENY Module 3; 15days + 3 extension days on application/data) days Measurement & Data | Module 4 | Module 6 | 15 days for ENY Module 5: Identifying, composing & partitioning shapes | ||||||||||||||||||||||||||||||||||||||||||||||
11 | Jars (45min 1 day a week) | 6 Jars Lessons (End Goals: choose an effective strategy (more organized, more efficient, easier to keep track), showing how you solved on paper, starting to notice students who are grouping tiles) | 4-6 Jars Lessons (End Goals: Students are grouping their tiles by 2s, 5s, and 10s and accurately skip counting, accurately transitioning from skip counting to counting by 1s (ex. 50, 60, 70, 71, 72, 73)) | 8 Jars Lessons (End Goals: Students grouping their tiles by 2s, 5s, and 10s and accurately transitioning from skip counting to counting by 1s - larger quantities, representing their skip counting with a number sentence (ex. 10 + 10 + 10 +7 = 37), students who are exemplary moving into money jar - identifying coins and grouping pennies) --> Use ENY Module 6 Topic E to introduce if needing support; create clear anchor of money and how many pennies it's woth before launching | 2-3 Jars lessons - Close out for the year with focus on priority benchmark | 20-23 Jars Lessons (not including the Launch phase) | 100% Students are exemplary counters (accuratley solves for how many in a group of 83 items using groups of 2s, 5s, or 10s). | |||||||||||||||||||||||||||||||||||||||||||||||||
12 | Problem Solving (20-40min 5 days a week) | Routines, Benchmark Assessments, Access Tracking (Problem Type Levels 1-3) Goals: focus on choosing a strategy, access to what's happening in the story, and appropriate use of tools. Discourse: focus on routines (turn and talks, clean up, goal of the rug time, etc), management, and active listening on the rug. | All Problem Types (Levels I - IV): Goals: choosing an effective strategy (base 10 blocks - keeping them in sticks of 10s and counting by 10s, number grid - starting from the bigger number), Focus on showing how you solved on paper (drawing tens and ones), writing number sentences that match your work and the number story. During shares, ask clarifying questions to get students to elaborate on their strategy, encourage students to notice similarities and differences in strategies and ask questions when confused. Assess students on whether they are active listeners during CGI shares. Focus on your high flying students - pull from the top as much as possible. | All Problem Types: Goals: Choosing an effective strategy (moving more students away from 1:1 drawing and into Base-10 strategies for solving), Focus on showing how you solved on paper - labeling your strategy with numbers, and your answer (ex. 24 cookies, not just 24), continue working on writing number sentences that match their work and the number story, introduce a rubric for them to self-assess, give opportunities to go back and revise their work. During shares focus on assessing students based on whether they participate during CGI share (build on what others are saying, ask clarifying questions, notice similarities and differences in strategies). High Flyers: look for students who might be starting to use number sentences to solve. | All Problem Types: Goals: Choosing an effective strategy (moving more students away from 1:1 drawing and into Base-10 strategies for solving), Focus on trying multiple strategies to get an accurate answer (checking your work), continue working on writing number sentences that match their work and the number story, continue using a rubric for them to self-assess, give opportunities to go back and revise their work. During shares focus on assessing students based on whether they participate during CGI share (build on what others are saying, ask clarifying questions, notice similarities and differences in strategies). Also, allow students who share their strategies to lead the discussion more by calling on students and responding to their questions/comments. High Flyers: look for students who might be starting to use number sentences to solve. | Close out Benchmark assess access, accuracy, and strategy type | 152 - 173 Problem Solving lessons | Access with (levels 1-4) base ten solving straegy to all problem types. Able to show thinking accurately on paper and verbally explain as well. | ||||||||||||||||||||||||||||||||||||||||||||||||
13 | Fluency (5 min a day, 5 days a week - could include HMWK) | Any number +1 and -1 within 10; Counting by 1s to 100, reading and writing numbers to 100 | Any number +2/-2 within 10, Skip counting by 10s and 5s on pattern forwards and backwards, reading and writing numbers to 120 | Any number +0/-0, or - itself is 0 within 10, combinations of 10 and subtracting combinations of 10 | Combinations of 10 and subtracting combinations of 10 (cont.), Doubles within 10 and halving within 10, Doubles + 1 within 10 and inside doubles within 10 | Add and subtract 3, 4, and 5 (within 10) | 7, 8, 9 Fact Families (within 10) | Mixed Addition/Subtraction within 10 | Intervention Focus on Priority Benchmarks | Reading and Writing Numbers to 100, +/- mixed number to 10, Counting forwards and backwards on pattern by 1s, 2s?, 5s, and 10s to 100 | ||||||||||||||||||||||||||||||||||||||||||||||
14 | SGI/Routines (5-20min a day 5 days a week (could include Intervention time and/or HMWK) | Today's Question, Quick Images (Ten Frame(use Japanese tools & models)), Count around the Room (by 1s and 10s, forward and backward to 100, start at different numbers), Today's Number, Counting the Days in School (K and 1st grade) | Continue from beginning of year, ADD: Hundreds Chart Games (get to 100, rekenrek etc) add telling time to the hour, Patterns (AABB, ABA, with visual models etc) | Add: Number Talks/Number Strings, Mental Math, T/F Number Sentences; Telling time to the 1/2 hour (Get up anchor charts of doubles to 10 and combinations to 10) | Continue others + Collecting Data Over a Long Period of Time (weather vs. temperature or sunrise/sunset times), Estimation Station, Use ENY Modules 4 & 6 Topics 4:D, E, F and 6:A, C, D for resources to support students CGI problem solving, Telling time to the 1/2 and quarter hour | Intervention Focus on Priority Benchmarks | Add T/F number sentences to High Yield Routine Doc | |||||||||||||||||||||||||||||||||||||||||||||||||
15 | Grade 2 | Workshop (60min 4 days a week) | 1st Grade Module 6 & 2nd Module 1 | 26 days : ENY Module 3: Place value, counting and comparison of numbers to 1000; cut Topics D (In Topic E: remove place value disks, and insted empahsis with place value blocks and/or unifix cubes depending on student solving level. (Focus on student understanding and ensuring strong concepts of tens, 100s, 1000 units) ADD IN Module 4 Topic A, B, C (Do not use Place value disks, stick to Unifx Cubes) | 23 days: Data: Module 7:, PS with Categorical Data - Topic A & F as resources (Bar Graph, pictograph, line plot) Week 1: Collect data using survey question, Week 2 and 3 analyze data sharing in multiple forms, end with performance assessment of full process (Include reading graphs with differing Keys (untis larger then 1); can use investigations Unit 4; Include Time practice | 28 days: Module 4 & 5, Addition & Subtraction to 1000, Word problems to 100 | Measurement (24) (+3): ENY Module 2, Units of Length(12 days) & Module 7th Topics C, D, (6 days) - Combination assessment (Can use resources from Investigations Unit 4) | 20 day): U8 Time, Shapes & Fractions as Equal Parts of Shapes | 18 days (-2): U6 Foundations, Mult & Division | Close out & Benchmark Assessment | Figure out 28 days of Modules 4/5 combined; | Interim Assessment - use 2016-2017 with edits AND use Rally for MidYear version? EOY final assessment (Use Unit Assessments) | ||||||||||||||||||||||||||||||||||||||||||||
16 | Jars (45min 1 day a week) | Money Jar - Launch routines (see launching money jar overview) | 6 Jars Lessons (End Goals: identifying coins and values (anchor chart for students to reference (what coin looks like front and back, coin name, worth, how many pennies equals that coin)), starting with the largest coin (value), showing how you solved on paper (develop rubric with students: coins labeled, numbers to show how you counted, etc.), starting to notice students who are grouping pennies) | 3-6 Jars Lessons (End Goals: Starting with the largest valued coin then added on pennies counting by 1s, Starting with the largest valued coins and then grouping pennies by tens, Grouping coins effectively - 1 nickel + 5 pennies, 2 nickels, 2 dimes + 1 nickel; counting by 25s for students who are ready for quarters and are ready to make groups larger than 10 (groups of 25, 50, & 100)) | 5-6 Jars Lessons (End Goals: Continue working on grouping coins effectively, counting by 25s, Grouping by the highest possible group (1.00s, 50s, 25s), High Flyers: introduce money word problems) | 4 Jars Lessons (End Goals: grouping coins into dollars, labeling your answer with a dollar sign and decimal point, solving money word problems) | 2-3 Jars lessons - Close out for the year with focus on priority benchmark | 20 - 25 Jars Lessons | 100% of students are level 4 Money Jar counters (counting Q, D, N, and P accurately above $2.00 and making groups of 25, 50, and 100) | |||||||||||||||||||||||||||||||||||||||||||||||
17 | Problem Solving (20-40min 5 days a week) | Routines, Benchmark Assessments, Access Tracking (All PTs) | Goals: choosing an effective strategy (base 10 blocks - keeping them in sticks of 10s and counting by 10s, number grid - starting from the bigger number, counting by 10s on the number grid, number sentences (add the tens, add the ones, put them altogether), Focus on showing how you solved on paper, writing number sentences that match your work and the number story, Using multiple strategies to check your answer. During shares, ask clarifying questions to get students to elaborate on their strategy, encourage students to notice similarities and differences in strategies, build on students' comments and ask questions when confused. Assess students on whether they are active listeners during CGI shares. Focus on your high flying students (students moving towards number sentences) - pull from the top as much as possible. | Goals: on the Anticipatory Framework working towards the backwards L strategies (base-10, base-10 on the number line, incrementing, combining tens and ones, and compensating), number sentences that match work and number story (esp. focus on sharing (fractions), multiplication and division problem types - not necessarily the shorthand versions but writing it out (ex. 2 - one half - one half - one half - one half = 0)), continue working on using multiple strategies to check answer and plugging your answer into the problem to check that it makes sense. During Discourse, consider having a student track the discourse and noting which students are participating. (Use resources from Module 4 and/or 6 of ENY if needed) | Goals: All students should fall on the backwards L strategies on the Anticipatory Framework (base-10, base-10 on the number line, incrementing, combining tens and ones, and compensating), number sentences that match work and number story (esp. focus on sharing (fractions), multiplication and division problem types (not necessarily the shorthand versions but writing it out), continue working on using multiple strategies to check answer and plugging your answer into the problem to check that it makes sense. | Close out Benchmark assess access, accuracy, and strategy type | 152 - 173 Problem Solving lessons | 100% access to all problem types, all solving within the backwards L (50% or more solving with invented algorithms). | ||||||||||||||||||||||||||||||||||||||||||||||||
18 | Fluency (5 min a day, 5 days a week - could include HMWK) | Counting by 1s, 10s, 2s, and 5s to 100, Facts to ten, Doubles Facts | Any number +1/-1 within 20, Any number +0/-0, or minus itself is 0 (within 20), continue working on skip counting by 2s | Any number +2/-2 within 20, Review combinations of 10 and subtracting combinations of 10, Any number +10/-10 within 20 | Doubles within 20 and Halving within 20, Continue to review combinations of 10, Combinations of 20 and subtracting combinations of 20 | Doubles plus one within 20 and inside doubles within 20, equivalent equations (ex. 3+4 = 5+2) | Add and Subtract 3, 4, and 5 within 20, Add and Subtract 6, 7, and 8 within 20; ?? Add and subtract 9 within 20 (e.g., subtraction: take 9 from 10 makes this an easier fluency if used this strategy leading to fluency) | Plus and minus 9 facts, Mixed addition/subtraction within 20 | Intervention Focus on Priority Benchmarks | Figure out how to individualize fluency work to move students at their own pace (paper based, reflex math, computer programs, homework, Sprints from Engage, etc) | Add and subtract within 20; +or -10, 100, to any number within 1000; Skip count by 2s, 5s, 10s on and off sequence; Compare numbers through 1000 | |||||||||||||||||||||||||||||||||||||||||||||
19 | SGI/Routines (5-20min a day 5 days a week (could include Intervention time and/or HMWK) | Today's number, Today's Question, Count around the Room, True/False Number Sentences (define =, +, -) Quick Images, Skip Counting 2s, 5s, 10s (Use song and videos for active transitions, Ten Frame (with teen numbers) | Continue others: Add ID $, Time | Rekenreks, Ten Wand, Ten Frame, Get to 100, continue others | Mystery Number, Guess My Rule, Telling Time | Today's Expression, Estimation Station, Collecting Data over a Long Period of Time (Sunrise/Sunset) | Today's Number/Expression, Ways to make a Number, Mental Math (Number Talks), Start and Stop Counting, continue others | Alike and Different, Get to 100 (using coins), continue others | *Priority Standards Assessment (maybe a combination with the end of the year fluency assessment?) | |||||||||||||||||||||||||||||||||||||||||||||||
20 | Grade 3 | Workshop | Launch Routines & Array Jar (Walk through Array Jar LTs) (Benchmark Assessment of Money Jar - for students of concern) | ENY Unit 1 (25days) Properties of Mx & Div and Solving Problems with units of 2-5 & 10 and Module 3 (0, 1, 6-9, and 10) | ENY Unit 2: Rounding, 2 and 3 digit +/-, elapsed time (25 days) | Module 4: Area (pull from some problem solving of module 7) (20days) | Module 5: Fractions as Numbers on the Number Line (35 days) | Module 6 & Spiral Review before state test - using the link to choose prioritized standards before state test | Finish Module 6 | Module 7 (40 days, but we will pick and choose) | ||||||||||||||||||||||||||||||||||||||||||||||
21 | Problem Solving | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
22 | SGI/Routines | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
23 | Fluency | Review +/- facts to 20. | Identify Property of Mx (1s) AND Times table 2s, 5s, and 10s facts | Times Table facts 3s and 6s | Times Tables 4s, 8s, and 0s | Times Tables 7s and 9s | Mixed Review of +/0 withn 20 and Mx/Div (Facts to 10) ; Ensuring Fluent rounding | |||||||||||||||||||||||||||||||||||||||||||||||||
24 | Grade 4 | Workshop | ENY Mod 1: Place Value Rouding and +/- algorithms (25 days) | ENY Mod 2: unit Conversion - move into Problem Solving time and Routines (7 Days) | ENY Mod 3: Multi Digit Mx and Div (35 Days - complete before break) | Mod 5: Fraction Equivalence, Ordering, and Operations 45 days ( need to do in 33 with the addition of problem solving) | Mod 4: Angle Measures and Plane Figures (20 days - need to do in 14 - then move to reteach topic in routines and spiral review) | Spiral Review of core areas - see overview doc here to prioritize for state test. | ENY Mod 6: Decimal Fractions (20 days) | ENY Mod 7: Measurement & Mx (20 days) and put into spiral review | Interventinon/Benchmark Data Collection | In Grade 4, the Learning Standards focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; and (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. | ||||||||||||||||||||||||||||||||||||||||||||
25 | Problem Solving | Week 1) Access benchmark (give 1 of each type, single step) Week 2: Writing a number sentence to match the story. | Based on access tracking, choose a problem solving Learning target from this list. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
26 | Fluency: Warm Ups, Morning Work, Homework | Sept: Id and continue skip counting patterns (& Mx facts to 10) | I can + or - 10 or 100 to any number wihtin 1000 I can +/- standard algorithm | Time/Elapsed time & review of previous fluency goals | Multiplication / Div Multi digit (intervention: single digit) | I can generate equiavalent fractions. (intervention: I can identify equivalent fractions) | I can convert between fractions and decimals. (Supporting: I can compare decimals.) | Reivew of all fluency targets | ||||||||||||||||||||||||||||||||||||||||||||||||
27 | Grade 5 | Unit | Pre-Unit: Routine Buiding, Math Culture Building (5 days) ENY Unit 1: Number System (10 wks) Engage Module 1, 2 | Operations with Fractions, Order of Operations, Measurement, Volume (15 weeks) Engage Module 3, 4, 5 | Geometry, Graphing, & Patterns (4 weeks) Engage Module 6 | Putting it all together (4 days) + Expedition Integration (Remaining days) + Map testing, etc) | ||||||||||||||||||||||||||||||||||||||||||||||||||
28 | Fluency | Give all kids entering benchmark assessment in August (4th grade EOY benchmark + 5th grade EOY benchmark), Share with kids levels and what they should work on - help them set goals for T1; September: Launch fluency system of how, when, and what they work on with monthly checkin quizzes (focus on catching up all kids below grade level --> cusp kids 1st) Use intervention block time & let kids who are well behind work with 2nd adult; Call all parents after 1st signed letter | Goal: moving ALL kids into 5th grade fluency work --> Focus on Operations with number system (from T1), operations with fractions, order of operations, fluency with formulas in geometry, and operations with decimals (at the end of the trimester) | Respond to data: should have all met previous target or continue to work towards; Getting all kids to end of year 5th grade targets | ||||||||||||||||||||||||||||||||||||||||||||||||||||
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30 | Grade 6 | Unit | Pre-Unit: Routine Building, Math Culture Building, WEEK of Inspirational Math (5 days), MAP Testing (1 day) | Unit 1: Introducing Ratios (17 days) | Unit 2: Unit Rates & Percentages Part 1 (18 days) | Unit 3: Dividing Fractions (20 days) | Unit 4: Arithmetic in Base Tens (18 days) | Unit 5: Expressions and Equations (18 days) | Unit 6: Rational Numbers (18 days) | Unit 7: Data Sets and Distribution (20 days) | Unit 8: Putting it All Together/MAP Testing/EOY (10 days) | |||||||||||||||||||||||||||||||||||||||||||||
31 | Fluency | Introduction to Trackers, Student systems, Visual Tracker Perform Operations --Multiplying rational numbers ( Whole number--multi digit) Call all parents after 1st signed letter | Perform Operations --dividing whole number--(multi digit u to 2-digit divisor) and Adding Fractions | Perform Operations --Subtracting Fractions and Multiplying Fractions (Focus on simplifying fractions) | Perform Operations - Division of Fractions (Focus on simplifying fractions) and Equivalency of Fractions and Decimals | Adding Decimals and Subtracting Decimals Use IM Unit 5 for support in tasks for kids who need direct instruction | Multiplying Decimals and Multiplying Decimals; Use IM Unit 5 for support in tasks for kids who need direct instruction | Multi-Operation--Rational Numbers (Decimals, Fractions, Whole Numbers)-- Word Problems | Test Prep | I can perform operations (multiplication, division, subtraction, and addition) with rational numbers which for 6th are: whole numbers, decimals, and fractions. | ||||||||||||||||||||||||||||||||||||||||||||||
32 | Grade 7 | Unit | Unit 0: Math Ortientation MAP Testing | Unit 1 Proportional Relationships (18 days) | Unit 2: Operations with Rational Numbers | Unit 3: Numerical and Algebraic Expressions | Unit 4: Equations and Inequalities | Unit 5: Percent and Scaling | Unit 6: Circles | Unit 7: Probability | Unit 8: State Test Review | Unit 9: Linear Relationships | Unit 10: Systems of Equations (driving ticket project) | |||||||||||||||||||||||||||||||||||||||||||
33 | Fluency | MAP testing Introduction to Number Talks | Perform Operations --Multiplying and DividingFractions-- Focus on rewriting division of fractions as Multiplicative Inverse Identifying equivalent fractions and ratios Identifyng the constant of proportionality in a table | Adding, subtracting, multiplyng and dividing rational numbers. | Adding and Subtracting Integers with a focus on Equivalent Expression | Solving two step equations | Division and Multiplication ( Integers, Fractions and Decimals). | Multi-Step Problems (Operations and Rational Numbers) | Test Prep | I can perform operations (multiplication, division, subtraction, and addition) with rational numbers which for 7th are: whole numbers, integers, decimals, and fractions, and percents. | ||||||||||||||||||||||||||||||||||||||||||||||
34 | Science 7 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
35 | Grade 8 | Unit | Pre - Unit:Math Culture Building | Unit 2: Dilations & Similarity (12 days) | Unit 3: Linear Relationships (14 days) | Review & Buffer Days | Unit 4: Linear Equations and Linear Systems (13 days) + review + IA #3 - student data day + 1 buffer days (17 days) | Unit 5: Introducing Functions (13 days) (Begin Friday of week prior to finish before break) | Unit 6: Bivariate Data (12 days) | Unit 7: Integer Exponents & Scientific Notation (16 days) | Review & Buffer Days | Unit 8: Pythagorean Theorem & Irrational Numbers (15 days) | Unit 9: Cylinders, Cones, Spheres, and the culminating Unit (14 days) | Review Week & buffer days | Where does Algebra 1 Fit??? SGI time for students who are advanced? | |||||||||||||||||||||||||||||||||||||||||
36 | Fluency | Introduction to Trackers, Student systems, Visual Tracker Adding and Subtracting Integers and Fractions (Representing Equivalence) | Multiplication and Division of Rational Numbers | Generating Equivalent Expressions by adding and subtracting Like Terms | Generating Equivalent Expressions using the Distributive Property | Generating Equivalent Expressions by Factoring out of GCF | Generating Equivalent Expressions: Adding and Subtracting Polynomials | Perfect Square and Square Roots Perfect Squares up to 20 and Square Roots from (Perfect Squares) 400--> 4 | Multi-Step Problems with Equivalent Algebraic Expressions Multi-step Operations Word Problems | I can perform operations (multiplication, division, subtraction, and addition) with rational numbers which for 8th are: whole numbers, integers, decimals, and fractions, and percents. AND Simplify expressions and equations involving all rational numbers. AND Calculate perfect squares & square roots. | ||||||||||||||||||||||||||||||||||||||||||||||
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