| OUTCOME/
ESSENTIAL
QUESTION |
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Patterns
and Symbols
Why is it important to know how to use symbols in
algebra?
Why is it important to know to find and classify
patterns?
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Use
symbols to represent a situation depicted
graphically
Equivalence, repetition, substitution, and symmetry
Inverses, even/odd
Recognize patterns and regularities
Sequence formed by power of two |
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Recognize
patterns in arrangements (A/B1/K2)
Use symbols to represent patterns efficiently
(A/B1/K1)
Identify and create repetitive and symmetric
patterns (A/B1/K1)
Pairing: even, odd, and super-even numbers; and zero
as even (A/B3/K4-5?)
Create equivalent, shortened patterns by combining
opposites (A/B1/K3)
Identifies rules that describe repetitive symmetric
and growth patterns (A/B3/K1)
Generates, extends, and transforms patterns from
descriptions and rules (A/B1/K3-4)
Convert between visual and symbolic representations
in problem solving (A/B2/A1) |
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Formative
Assessment
Teacher observations
Student self evaluation
Class discussion
Quizzes
Class participation
Summative Assessment
Student Journals
Try This (see teachers manual)
Student Activity Sheets
Number Tools (supplemental resource)
ADDs (supplemental resource)
Text Assessment (teachers manual)
End of Unit (book) Balanced Assessment
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Some
of the Parts
Why is understanding and using
fractions important?
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Understand
that a fraction is a result of a division and a
description of a part-whole relationship
Use fractions as measures
Understand fractions as numbers
Understand the equivalency of fractions
Use mixed numbers and operations with fractions
Estimate with fractions
Understand the relative nature of fractions and
fractions as numbers |
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Recognize
and describe whole part relationships of fractions
(N/B3/K1)
Estimate fractions (N/B2/K1-2)
Use informal strategies for operations with
fractions (N/B2/K3)
Use equivalent forms of benchmark fractions
(N/B1/K4)
Order and compare fractions (N/B1/K2,A3)
Develop an understanding of and use the
relationships between benchmark fractions (N/B1/K4) (G/B2/K4)
Use mixed numbers (N/B2/K3)
Informally add, subtract, multiply, and divide
fractions (N/B4/K2) |
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Figuring
all the Angles
Why is it important to know your
directions?
Why is it important to understand angles, maps, and
grids?
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Use
cardinal directions
Estimating directions, turns, and angles
Understanding perpendicular and parallel lines
Use rectangular and polar grids, vectors, maps,
scales, and shapes |
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Indicate
a direction using cardinal directions and degrees
Identify a position using both rectangular and polar
grids (G/B4/A1)
Understand and use the relationships between turns
and angles
Estimate and measure distances on a map or grid,
directions relative to north, turns and angles
Use the scale on a map to estimate distances (G/B2/A1,a)
Compare rectangular and polar grid systems
Understand the relationship among turns, resulting
angles, and the number of sides of a regular polygon
Recognize different ways to present information on a
map
Use directions, turns, and angles in combination
with scales, distances, and the implicit use of
vectors to solve more complex problems
Recognize parallel and perpendicular lines
(G/B1/K6,A2) |
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Take
a Chance
Why is it important to
understand probability?
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Investigate fair and unfair situations
Use probability and chance in everyday language
Express probability as a percent, fraction, and
ratio
Experiment with probability
Use tree diagrams
Explore counting strategies |
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Determine
whether or not a simple experiment is fair
(D/B1/A1-3)
Describe chance in everyday language (D/B1/A1-3)
Estimate chance in percent from 0% to 100%
Find chances in percents, fractions, or ratios for
simple situations (D/B1/K4)
List the possible outcomes of simple chance and
counting situations (D/B1/K2)
Understand that in independent trails, one outcome
is not affected by another outcome (D/B1/A1-3)
(D/B1/K1-4)
Use repeated trails of a single experiment to
estimate chance
Use tree diagrams to represent simple one-two-and
three event situations(A/B4/A1i/K1h)
Understand that variability is inherent in any
probability situation
Model real-life situations involving probability
(D/B1/A1)
Develop an understanding of the difference between
theoretical and experimental probability (D/B1/A3) |
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Measure
for Measure
How, when, and where would I
need to know how to work with decimals?
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Decimal
place value
Rounding
Estimation
Number lines
Relationships between fractions and decimals
Ordering decimals
Computing decimals
Decimal number sense
Measurement in a variety of forms
Metric units of measurements |
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Understand
the relationship between benchmark fractions
(N/B1/K4,A1ii,iii)
Use decimals in money and measurement (N/B1/A1b)
Estimate and compute with decimals (N/B3/K2,4)
(N/B3/A1-4)
Understand place value and its use in ordering
Understand the metric system and its relationship to
decimals (N/B4/A1-e)
Understand decimals as they relate to refinement in
the measurement process (N/B4/A1-e)
Use equivalent representation of fractions,
decimals, and division notation (N/B1/A1a-b)
Use decimals in real world problem solving
(N/B4/A1-e)
Use visual model or strategy to solve problems with
decimals (N/B2/A1a-d) |
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Dry
and Wet Numbers
Why is it important to use and
understand negative and positive numbers?
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Use
positive and negative numbers
Recognize the relative position of zero
Count with directed numbers
Find the distance between two positive and two
negative numbers, or positive and negative numbers
Make and use a scale line with positive and negative
numbers
Make comparisons between scale lines with different
zeros
Informally adding and subtracting integers
Use a number line with positive and negative numbers
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Develop
the concept of negative numbers in different
concepts
Add and subtract with positive and negative numbers
(N/B2/K1-5)
Extend the number line left or down for negative
numbers (A/B3/K5)
Interpret and use negative numbers (N/B2/K1-5)
Calculate using the concept of opposites
Understand that the placement of zero is arbitrary
in some context (N/B2/A1b)
Reason about directed numbers
Use a scale to identify specified points (A/B2/K1)
Use concepts of positive and negative numbers to
solve problems (N/B4/A1) |
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Picturing
Numbers
Why is it important to know how
to interpret and use graphs?
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Make
and interpret bar graphs, pictographs, pie graphs,
number line plots and line graphs
Interpret data in tables
Use the mean as a measure of central tendency
Express numerical descriptions of a distribution of
data including the mode minimum and maximum
Build arguments based on data |
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Create,
read, and interpret a variety of graphs (D/B2/A3)
Explore different measures of center, and learn when
the mean is an appropriate measure for the data and
purpose (D/B2/A2)
Calculate the mean, minimum and maximum for a set of
data (D/B2/K3&A2)
Describe categorical and numerical data using tables
and graphs (D/B2/K1)
Describe the distribution of a set of data,
especially by means of minimum and maximum
(D/B2/K3&A2)
Gather analyze, and report data on a graph (D/B2/K2)
Choose the appropriate graph for a set of data
(D/B2/K2)
Explain conclusions based on data and build
arguments using data and graphs
(D/B2/A1)
Critically analyze a
statistical situation (D/B2/A2)
Determine whether or not data was collected and
presented fairly (D/B2/A2) |
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| Assessed
standards not covered by Math in Context books |
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Solve
one-step linear equations with whole numbers (A/B2/K1,2)
Identify greatest common factors and least common
multiple of two or more whole numbers (N/B4/K4)
Weight to the nearest whole unit (pounds, grams,
nonstandard units) (G/B2/A1bc)
Months in the year and
minutes in an hour (G/B2/Adef)
Perimeter and area of squares, rectangles, and
perimeter of triangle (G/B2/A1g&h)
Within the customary
system: inches & feet, feet & yards, Inches
& yards, cups & pints, pints & quarts,
quarts & gallons, pounds & ounces
(G/B2/K4a)
Recognizes and describes
solids (G/B1/K3)
Solves real-world
problems by applying the properties of plane figures
(G/B1/A1a)
Recognizes
three-dimensional figures
(G/B3/K3) |
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ADDs
Personal resources
Computer technology |
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