NO.3.2.4 Solve problems using a variety of methods and tools objects, mental computation, paper and pencil, and with and without appropriate technology NOTE: The skills of this SLE are to be utilized throughout the year. Solve problems using a variety of methods and tools with and without appropriate technology NO.1.2.8 Explain the relative position of any number less than 100 Communicate the relative position of any number less than 100 (27 is greater than 25 and less than 30) *apply knowledge of addition and subtraction when solving problem types as noted in the Appendix of the Arkansas Math Frameworks using objects, mental computation, paper and pencil, with and without appropriate technology *apply knowledge of number sequence *use comparison words (ex: greater than, less than) *apply knowledge of place value to recognize the position of any number less than 100 *communicate the before and after relationship to a given number less than 100 (27 is greater than 25 and less than 30). before after greater than less than equal to position Enduring Understanding - Successful problem solvers possess a set of core beliefs that support their work: problem solving is important, takes significant time and repeated efforts, and requires reflection. Essential Question - What are the specific strategies that have wide application in attacking problems and can help in problem solving? FIRST NINE WEEKS 1. Enduring Understanding - The position of a digit in a number determines its value. 1. Essential Question - How does the position of a digit in a number affect its value? C.1.3 A.4.2.5 Identify a number that is more or less than any whole number less than 100 using multiples of ten 30 more than 26 is 56 Identify a number that is more or less than any whole number less than 100 using multiples of ten *demonstrate knowledge of number sequence and place value in the context of number patterns *use increments of ten when identifying a number more or less than a given number NO.1.2.7 A. Apply place value to less than 100 to compare 2 numbers *apply knowledge of number value and number Compare 2 numbers less than 100 using numerals and =, <, >, (ex. compare 38 and 58 and determine the larger number) sequence with and without appropriate technology B. Compare two numbers less than 100 using =, <, >, with and *compare number sets without appropriate technology *compare 2 numbers using =, <, >, with and without appropriate technology. NO.2.2.4 Apply number theory to determine if a two-digit number is odd or even Determine if a two-digit number is odd or even *explain the difference between odd and even numbers odd *determine if a number is odd or even using knowledge even of number patterns and understanding of grouping by twos greater than less than equal to compare NO.1.2.5 Represent numbers to the hundreds place in order to Use multiple models to represent understanding of place value demonstrate place value understanding by using multiple including hundreds models. 127 is 1 flat and 2 ten rods and 7 units hundreds tens ones added is 100 + 20 + 7 *use manipulatives to represent numbers *use the commutative property of addition *use base 10 blocks to show place value *compose and decompose number using place value through 100s. 2. Enduring Understanding - Patterns can grow and repeat. 2a. Essential Question - What strategies can be used to continue a numerical sequence? 1 of 10
; C.2.3 NO.1.2.1 Use efficient strategies to count a given set of objects in groups of 2s and 5s to 100 and in groups of 3s to 30 A. Count a given set of objects by 2s and 5s to 100 using efficient strategies. B. Count a given set of objects by 3s to 30 using efficient strategies. *group objects in a set of 100 by 2s and 5s using set various experiences grouping *recognize the patterns of counting by 2s and 5s using a 100s chart *count by 2s and 5s to 100 *recognize that counting to 100 by 2s and 5s is more efficient than counting by 1s *group objects in a set of 30 by 3s using various experiences *recognize the patterns of counting by 3s using a 100s chart *count by 3s to 30 NO.2.2.1 Count on (forward) and back (backward) on a number line and a 100s chart starting at any whole number up to 100 Count forward and backward on a number line and 100s chart starting at any whole number up to 100 *count to 100 using one to one correspondence on a 100s chart and/or number line *count forward and backward to 100 from a given number using a 100s chart and number line number line 100s chart C.2.3 3. Enduring Understanding - Organization of information shows relationships. 3a. How can the next step in a pattern be found? A.7.2.1 Interpret and compare quantitative change changes in temperature, age, height, etc. The temperature this morning was 75 degrees. This afternoon is 85 degrees. What is the difference in the temperature?" A.4.2.6 Recognize, describe, extend, and create repeating and growing patterns using a wide variety of materials to solve problems A.4.2.2 Describe repeating and growing patterns in the environment A.4.2.3 Use patterns to count forward and backward when given a number less than or equal to 100, 69,, Interpret and compare quantitative change Recognize, describe, extend, and create repeating and growing patterns using a wide variety of materials to solve problems Describe repeating and growing patterns in the environment Use patterns to count forward and backward when given a number less than or equal to 100 *apply understanding of addition and subtraction when compare comparing numbers *solve a variety of compare problems as noted in Appendix in the Arkansas Math Frameworks *illustrate and contrast repeating and growing patterns using a variety of materials *recognize, describe, extend, and create repeating and growing patterns using a wide variety of materials to solve problems. *locate repeating and growing patterns in the environment (repeating patterns in fabrics, etc.; growing patterns in plants, animals, etc.) *describe repeating and growing patterns in the environment *demonstrate knowledge of number sequence and place value in context of number patterns *count forward using patterns *count backwards using patterns repeating pattern growing pattern ; C.2.3 A.4.2.4 Identify, describe and extend skip counting patterns from any given number Identify, describe and extend skip counting patterns from any given number *demonstrate knowledge of number sequence and place value in the context of number patterns *recognize patterns in numbers from any given point *extend skip counting patterns from a given number *describe a skip counting pattern skip counting 4. Enduring Understanding - Computation involves taking apart and combining numbers using a variety of strategies. 4a. Essential Question - What happens to a quantity when a number is composed a different way? 2 of 10
; C.2.1 NO.1.2.2 Compose and decompose whole numbers in a variety of Represent a whole number in multiple ways using composition representations and decomposition A collection of 80 blocks Composition: 80 can be made by combining 70 and 10, 60 and 20 Decomposition: 80 can be separated into 50 and 30, 40 and 40 *count forward and backward *apply knowledge of whole numbers *use knowledge of place value in composing and decomposing 2-digit numbers in more than one way compose decompose place value NO.2.2.5 Demonstrate various meaning of addition and subtraction See Appendix for examples. Demonstrate various meaning of addition and subtraction *solve a variety of addition and subtraction problem types as noted in the Appendix in the Arkansas Math Frameworks strategies number sentences C.1.3 Review: NO.2.2.4 Apply number theory to determine if a two-digit number is odd or even Determine if a two-digit number is odd or even *explain the difference between odd and even numbers odd *determine if a number is odd or even using knowledge even of number patterns and understanding of grouping by twos NO.1.2.6 Identify the relative position using ordinal numbers Determine relative position using ordinal numbers (first through eighteenth) *locate numbers on a number line *recognize and use number sequence *match ordinal numbers to a position on number line 4b. Essential Question - What are efficient strategies for adding or subtracting two given numbers? NO.3.2.1 Develop strategies for basic addition facts counting all counting on one more, two more doubles doubles plus one or minus one make ten using ten frames Identity Property (add zero) Develop strategies for basic addition facts using a variety of methods and materials in order to build computational fluency *develop strategies for basic addition facts using a variety of methods and materials *use addition strategies to perform basic addition ordinal numbers thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth compose decompose NO.3.2.2 Demonstrate multiple strategies for adding or subtracting twodigit whole numbers compatible numbers compensatory numbers informal use of commutative and associative properties of addition Use multiple strategies for adding or subtracting two-digit whole numbers to develop computational fluency *use base 10 blocks to solve two-digit addition and subtraction problems for conceptual understanding of place value *apply knowledge of inverse operations when solving subtraction problems *represent addition and subtraction problems with an equation *demonstrate the commutative and associative properties for addition, and show that these properties do not hold for subtraction *add and subtract two-digit using compatible and compensatory numbers ( use 25 + 70 for estimating 22 + 73 (compatible numbers); 23 + 18 can be solved by using 23 + 20 = 43; 43-2 = 41, making 2 the compensatory number) two-digit number strategies compose decompose place value compatible number compensatory number commutative property of addition associative property of addition 3 of 10
NO.3.2.3 Demonstrate computational fluency (accuracy, efficiency and flexibility) in addition facts with addends through 9 and corresponding subtractions 9+9=18 and 18-9=9 add and subtract multiples of ten Review: NO.2.2.5 Demonstrate various meaning of addition and subtraction See Appendix for examples Demonstrate computational fluency (accuracy, efficiency and flexibility) in addition facts with addends through 9 and corresponding subtractions Demonstrate various meaning of addition and subtraction 5. Enduring Understanding - Sums and differences of numbers less than 19 provide a foundation for number concepts. 5a. Essential Question - What are strategies for mastering the basic facts? *use familiar facts to help develop unfamiliar facts *demonstrate understanding of the inverse operation when developing addition and subtraction facts *develop computational fluency by stating/recalling basic addition and subtraction facts SECOND NINE WEEKS 1. Enduring Understanding - The groupings of 1s, 10s, and 100s for a given number can be taken apart in different ways. 1a. Essential Question - In what different ways can numbers be grouped? *solve a variety of addition and subtraction problem types as noted in the Appendix in the Arkansas Math Frameworks addends strategies number sentences ; C.2.1 NO.1.2.3 Connect various physical models and representations to the quantities they represent using number names, numerals and number words to 100 with and without appropriate technology NO.1.2.4 Represent numbers to 100 in various forms Arrange tally marks, combinations of rods and units Recognize that pictures, numerals, and words represent specific numbers to 100 with and without appropriate technology Show representations of numbers to 100 in various forms *identify numbers on a 100s chart, number line, calculator, and computer keyboard *match numeral to number word *match numeral to the set (ex: tally marks, dot images, base 10 blocks) *show numbers using manipulatives and pictorial representations *represent numbers using bundles of tens and ones *model numbers to 100 in various forms tally marks digit manipulative 2. Enduring Understanding - Mathematical properties of our number system aid in computation. 2a. Essential Question - How do number properties assist in computation? NO.2.2.2 Model and use the commutative property for addition 3 + 2 is the same as (=) 2 + 3 Demonstrate an understanding of the commutative property of addition *use different strategies when solving addition turn around facts problems *practice combining numbers in contextual situations to encourage the use of commutative property *generalize that the commutative property will work in any situation C.1.2; C.3.3 NO.2.2.3 Develop an understanding of the associative property of addition using objects DAP.14.2.1 Identify the purpose for data collection and collect, organize, record and display the data using physical materials (pictographs, Venn diagrams and vertical and horizontal bar graphs) Recognize the associative property of addition using objects Identify the purpose for data collection and collect, organize, record and display the data using physical materials (pictographs, Venn diagrams and vertical and horizontal bar graphs) *use different strategies for addition when practicing composing and decomposing numbers in contextual situations *generalize that the associative property will work in any situation 3. Enduring Understanding - Data displays organize information that can be easily analyzed. 3a. Essential Question - What are some ways data can be displayed to communicate information? *collect data in various situations *sort data in order to organize information *organize and display information on a physical model (pictographs, Venn diagrams, and vertical and horizontal bar graphs) using physical materials compose decompose equal number sentences pictograph Venn diagram bar graph 4 of 10
NCTM Focal G.10.2.1 Extend the use of directional words to include rows and columns This rectangle has 3 rows and 4 columns Use directional words to include rows and columns *identify a column and row in contextual situations *describe a column and row in context of physical models column row C.4.1 C.3.3 A.6.2.1 Use a chart or table to organize information and to understand relationships Starfish Arms 1 5 2 10 3 15 4? 5? 6? Use a chart or table to organize information and to understand relationships 3b. Essential Question - What questions can be answered from a graph? DAP.15.2.1 Analyze and make predictions from data represented in charts and graphs Analyze and make predictions from data represented in charts and graphs *read a chart or table *identify number patterns *extend number patterns by adding on to a number *enter data on chart or table *interpret and analyze data from a model *make predictions from the information on the organizer chart table predict C.3.3 C.4.1 C.4.1 DAP.15.2.2 Make true statements comparing data displayed on a graph or chart DAP.16.2.1 Make simple predictions for a given set of data A.5.2.2 Express mathematical relationships using equalities and inequalities (>, <, =, ) 4 + 6 = 7 + 3 3 + 5 < 4 + 5 4 + 6 7 + 5 A.5.2.3 Recognize that symbols such as, and in an addition or subtraction equation represent a missing value that will make the statement true + 3 = 7 4 = 6 8 = 6 6 = 8 Compare data displayed on a graph or chart by making true statements. Develop simple predictions for a given set of data Express mathematical relationships using equalities and inequalities (>, <, =, ) Recognize that symbols such as, and in an addition or subtraction equation represent a missing value that will make the statement true *interpret and analyze data from a model *make predictions from the information on the organizer *determine generalizations based on the data to make true statements *evaluate a given set of data and make predictions 4. Enduring Understanding - Mathematical expressions and equations represent relationships among quantities. 4a. Essential Questions - How is a number sentence like a balance scale? *apply knowledge of addition and subtraction to evaluate both sides of an equation *recognize equality and inequality *use >,<,=, to compare quantities not equal to = equal to > greater than < less than *write the number sentence that matches the context true using symbols false *solve for the missing value to make the statement true symbol number sentence 5 of 10
C.4.1 A.5.2.1 Select and/or write number sentences to find the unknown in problem-solving contexts involving two-digit addition and subtraction using appropriate labels Ex Mrs. Cole s class has 22 students. Ms. River s class joined them on a field trip. When everyone got on a bus, there were 45 children. How many students are in Ms River s class? Locate and/or write number sentences to find the unknown in problem-solving contexts involving two-digit addition and subtraction using appropriate labels *select and/or write an equation to represent all problem types as noted in the Appendix in the Arkansas Math Frameworks label number sentence equation NO.2.2.6 Demonstrate various addition and subtraction relationships (property) to solve problems in contextual situations involving whole numbers NO.3.2.5 Use estimation strategies to solve addition and subtraction problems and judge the reasonableness of the answer Demonstrate various addition and subtraction relationships (property) to solve problems in contextual situations involving whole numbers Use estimation strategies to solve addition and subtraction problems and judge the reasonableness of the answer *apply commutative and associative properties when solving addition and subtraction problems in contextual situations *write a subtraction equation from an addition equation (if 2 + 3 = 5, then 5 - = ) in contextual situations 5. Enduring Understanding - Estimation is a strategy for getting as close as possible to an exact answer. 5a. Essential Question - What are strategies to make a reasonable estimation? *demonstrate knowledge of number sense and number sequence *apply understanding of multiples of 10 when solving addition and subtraction problems using estimation strategies and judge reasonableness of answer estimate reasonable 6. Enduring Understanding - Currency amounts can be grouped and exchanged to solve problems. 6a. Essential Question - Why is it important to represent currency amounts in different ways? M.12.2.3 State the value of all coins and a dollar M.12.2.4 Compare the value of all coins M.13.2.4 Determine the value of a combination of coins up to the dollar M.13.2.5 Demonstrate a given value of money up to $1.00 using a variety of coin combinations M.13.2.6 Demonstrate a given value of money up to $1.00 using the fewest coins possible State the value of all coins and a dollar *name value of all coins *name value of a dollar in relation to coins Compare the value of all coins *compare value of coins to each other (2 nickels = 1 dime; 1 dime is more than 1 nickel) Compute the value of a combination of coins up to the dollar Demonstrate a given value of money up to $1.00 using a variety of coin combinations Demonstrate a given value of money up to $1.00 using the fewest coins possible 6b. Essential Question - What are some strategies for calculating with money? *demonstrate knowledge of coins *count by 1's, 5's,10's, and 25's to 100 *count money to one dollar coin dollar compare value coin names value penny nickel dime quarter dollar half dollar *compose and decompose numbers up to 100 in a value variety of ways penny *demonstrate composing and decomposing coins up to nickel $1.00 dime quarter dollar half dollar *compose and decompose numbers up to 100 value *identify coin values penny *demonstrate a given value of money up to $1.00 using nickel the fewest coins possible dime quarter dollar half dollar 6 of 10
; C.K.1 FP.3.3 FP.5.3 FP.1.3 M.13.2.7 Represent and write the value of money using the cent sign and in decimal form when using the dollar sign Represent and write the value of money using the cent sign and in decimal form when using the dollar sign M.13.2.8 Calculate the amount of money spent with and without Calculate the amount of money, spent with and without regrouping in a contextual situation regrouping in a contextual situation A notebook costs 43 and a pencil costs 24. How much will Joe spend on these supplies? Sue has 55. If pencils cost 10, how many can Sue buy? How much change will Sue get back? THIRD NINE WEEKS 1. Enduring Understanding - Geometric shapes can be classified by attributes. 1a. Essential Question - What are attributes of a shape? A.4.2.1 Sort, classify, and label objects by three or more attributes in more than one way Sort, classify, and label objects by three or more attributes in more than one way G.8.2.3 Identify, classify and describe two-dimensional geometric Identify, classify and describe two-dimensional geometric figures (ex. rectangle [including square], triangle and circle) figures (rectangle [including square], triangle and circle) using using concrete objects drawings, and computer graphics concrete objects drawings, and computer graphics G.8.2.1 Identify, name, sort and describe three-dimensional solids (cube, sphere, rectangular prism, cone, and cylinder) according to the shapes of faces Identify, name, sort and describe three-dimensional solids (ex. cube, sphere, rectangular prism, cone, and cylinder) according to the shapes of faces 1b. Essential Question - How are plane shapes different from solids? G.11.2.2 Create new figures by combining and subdividing models of existing figures Create new figures by combining and subdividing models of existing figures 1c. Essential Question - What makes a shape symmetric or congruent? G.9.2.1 Use lines of symmetry to demonstrate and describe congruent figures within a two-dimensional figure Letter, shapes, environmental print and polygons Use lines of symmetry to demonstrate and describe congruent figures within a two-dimensional figure *record the symbol of the cent sign when writing the value of money *record the value of money using decimal form including the dollar sign *identify essential information in word problems *calculate addition and subtraction of money when solving contextual problems *identify 3 or more attributes of an object attributes *sort objects in more than one way *classify and label objects using 3 or more attributes in more than one way *identify two-dimensional geometric figures using rectangle concrete objects square *list and describe the attributes of the two-dimensional triangle geometric figures circle *classify two-dimensional geometric figures by their properties attributes *use computer graphics to compare two-dimensional figures *identify, name three-dimensional solids (cube, sphere, rectangular prisms, cone, cylinder) *sort and classify three dimensional solids according to the shape of faces *describe the features of three dimensional solids (types of faces, etc.) *apply knowledge of directional words when creating new figures *identify smaller shapes within larger shapes using the properties of shapes *identify larger shapes formed from smaller shapes (6 triangles make a hexagon) *find lines of symmetry in two- dimensional figures by folding (G.9.1.1) *recognize and describe congruent figures in symmetrical shapes 2. Enduring Understanding - A three-dimensional figure can be analyzed in terms of its two-dimensional parts. 2a. Essential Question - How are one-, two-, or three-dimensional shapes described and classified? $. cube sphere rectangular prism cone cylinder three-dimensional faces combining subdivide properties symmetry lines of symmetry congruent two-dimensional 7 of 10
FP.5.3 FP.2.3 FP.2.3 G.8.2.2 Match three-dimensional objects to their two-dimensional face Match three-dimensional objects to their two-dimensional faces G.11.2.1 Replicate a simple geometric design from a briefly displayed example or from a description G.9.2.2 Demonstrate the motion of a single transformation Replicate a simple geometric design from a briefly displayed example or from a description 3. Enduring Understanding - Changing the position of an object does not affect its attributes. 3a. Essential Question - In what ways can the position of geometric figures be changed? Demonstrate the motion of a single transformation *identify three-dimensional objects by their twodimensional faces *draw, build, or model simple geometric designs from a briefly displayed or described picture *recognize conservation of a shape *show a slide, flip and turn by manipulating objects 4. Enduring Understanding - Standard units provide common language for communicating measurements. 4a. Essential Question - When is an estimate more appropriate than an actual measurement? cube sphere rectangular prism cone cylinder three-dimensional two-dimensional sides corners faces edges transformation slide flip turn M.13.2.11 Estimate and measure length, capacity/volume and mass with Estimate and measure length, capacity/volume and mass with non-standard units to recognize the need for standard units *explain length, capacity, volume, and mass *measure objects using non-standard units nonstandard standard non-standard units to recognize the need for standard units *compare results of nonstandard verses standard length measurement to recognize the need for standard units capacity/volume mass 4b. Essential Question - How are units of measure related? M.12.2.6 Make simple comparisons within units of like dimension (units of length, mass/weight and capacity) An inch is shorter than a foot. A pound is more than an ounce. A cup is less than a pint. Compare units of like dimension units of length, mass/weight and capacity *recall benchmark numbers for units of length, mass/weight, and capacity ( 12 in. = 1 ft.) *identify equalities and inequalities of numbers *compare quantities of measurement cup pint inches feet pound ounce yard length mass/weight capacity quart gallon M.12.2.5 Compare temperatures using the Fahrenheit scale on a thermometer M.13.2.9 Read temperatures on a Fahrenheit scale in intervals of ten Compare temperatures using the Fahrenheit scale on a thermometer Read temperatures on a Fahrenheit scale in intervals of ten *read a thermometer *demonstrate knowledge of number line *compare numbers on a number line *compare temperatures on a thermometer number line thermometer temperature Fahrenheit *read a number line Fahrenheit *recognize intervals of 10 on a thermometer temperature *read temperatures on a Fahrenheit thermometer using intervals to ten 5. Enduring Understanding - Perimeter is a one-dimensional measure (perimeter surrounds); area is a two-dimensional measure (area covers). 5a. Essential Question - What strategies can be used to find area, and perimeter of a shape or region? 8 of 10
NCTM Focal C.3.2 M.13.2.12 Determine perimeter using physical materials (paper clips, craft sticks or grids) and by using measurement tools (rulers) Find perimeter using physical materials (paper clips, craft sticks or grids) and by using measurement tools (rulers) *explain perimeter *apply understanding of addition to solve perimeter problems using non-standard units *apply understanding of addition to solve perimeter problems using standard units perimeter ruler M.13.2.13 Find the area of a region by counting squares on a grid Find the area of a region by counting squares on a grid *explain area *apply counting strategies (groups of 2, 5, etc.) for counting squares on a grid to determine the area area grid array FP.2.3 FP.2.3 6. Enduring Understanding - The choice of measurement tools depends on the measurable attribute and the degree of precision desired. 6a. Essential Question - What determines the choice of a measurement tool? M.13.2.10 Select appropriate customary measurement tools (rulers, balance scale, cup and thermometer) for situations involving length, capacity, and mass M.13.2.14 Compare and order containers of various shapes and sizes according to their volume (Volume is determined by the number of cubic units to fill the container) M.12.2.1 Recognize that there are 12 months in a year and that each month has a specific number of days M.12.2.2 Recognize that there are 24 hours in a day M.13.2.1 Use a calendar to determine elapsed time involving a time period within a given month Identify appropriate customary measurement tools (rulers, balance scale, cup and thermometer) for situations involving length, capacity, and mass Compare and order containers of various shapes and sizes according to their volume (Volume is determined by the number of cubic units to fill the container) Recognize that there are 12 months in a year and that each month has a specific number of days *recognize customary measurement tools *choose appropriate tools for various situations *use customary measurement tools in various situations *find the volume of various containers *compare and order volume of various containers *recall 12 months in 1 year *recall specific number of days for each month ruler balance scale cup thermometer length capacity mass volume cubic units Recognize that there are 24 hours in a day *explain how many hours in 1 day hours day Use a calendar to determine elapsed time involving a time period within a given month *count forward and backward on a calendar *locate a beginning and ending date on a calendar *apply knowledge of a calendar when determining elapsed time month year names of months elapsed time calendar M.13.2.2 Tell time to the nearest five-minute interval M.13.2.3 Determine elapsed time in contextual situations in hour increments regardless of starting time End time unknown Lunch began at 11:15 and lasted 1 hour. When was lunch over? Tell time to the nearest five-minute interval *count by 5's to 60 *locate features on a clock *identify starting point of a clock when telling time *determine time by stating the hour and minutes to the nearest five-minute interval Determine elapsed time in contextual situations in hour increments regardless of starting time *count forward and backward in hour increments *identify that 60 minutes is one hour *read a digital clock *identify the unknown time (beginning time, ending time, elapsed time) hour hand / hour minute hand / minute second hand / seconds clock time elapsed time digital clock hour minutes Elapsed hours unknown John went to Tim s house at 3:20. He left at 5:20. How long did he stay? Beginning time unknown Mary watched a movie for 2 hours. The movie ended at 8:30. When did the movie begin? 7. Enduring Understanding - The likelihood of an event depends on the possible outcomes. 9 of 10
C.7.4 7a. Essential Question - How can the possible outcomes for an event be determined? DAP.17.2.1 Describe the probability of an event as being more, less, and Describe the probability of an event as being more, less, and equally likely to occur. equally likely to occur There are 5 blue cubes, 8 red cubes, and 1 yellow cube in this bag. Which color are you more/less likely to pull from this bag? *determine the likelihood of an event occurring using physical models *compare the likelihood/probability of events using more likely, less likely, equally likely probability likelihood more likely less likely equally likely FOURTH NINE WEEKS 1. Enduring Understanding - Fractions represent parts of a whole. 1a. Essential Question - How are the numerator and denominator related? NO.1.2.10 Utilize models to recognize that a fractional part can mean different amounts depending on the original quantity Explain that a fractional part can mean different amounts depending on the original quantity using various models 1b. Essential Question - How can the fractional parts of a set be modeled? NO.1.2.9 Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals, and physical models Identify and illustrate parts of a whole Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals, and physical models *identify parts of a whole *describe fractional parts of a whole *recognize how a fractional part can be the same or different depending on the original quantity (ex: half of a pizza is not equal to half of an Oreo) *demonstrate understanding of the concept of a whole *read fractions in different forms (words, numerals) *explain how equal shares are equal portions of a set of objects *explain how equal shares are equal portions of a whole *match the fraction name to the physical model fractions same as greater smaller less than more than part/ whole division equal shares fractions thirds sixths eighths FP.3.1 2. Enduring Understanding - Multiplication and division are inverse operations. 2a. Essential Question - How can models for multiplication be used to divide? NO.2.2.7 Model, represent and explain division as sharing equally and repeated subtraction in contextual situations Mrs. Lopez bought a dozen pencils for her four children. She gave each child the same number of pencils. How many pencils did each child receive? Model, represent and explain division as sharing equally and repeated subtraction in contextual situations *demonstrate understanding of equal shares by separating equal groups from a set of objects *represent division as repeated subtraction (12-4 = 8; 8-4 = 4; 4-4 = 0; since 4 was subtracted 3 times to reach zero, 12 4 = 3) Note: It is important that students see multiplication as repeated addition. separate equal shares division 10 of 10