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```					                                                                                                      Northwest Arkansas Instructional Alignment                                                                    WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                Objective                                             Task Analysis                            Essential Vocabulary   Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
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?
C.3.4           0      NO.3.3.4                                                A. Solve simple problems using one operation            *use objects, mental computation, paper and pencil,      addition
Solve simple problems using one operation involving     involving addition using a variety of methods and tools and appropriate technology to solve simple addition      subtraction
addition and subtraction using a variety of methods     B. Solve simple problems using one operation            and subtraction problems in different ways               operation
and tools.                                              involving subtraction using a variety of methods and                                                             tools
tools                                                                                                            expanded notation

FIRST NINE WEEKS
1. Enduring Understanding - The base 10 number system is based on groups of 10
1a. Essential Question - What strategies can be used to read and compare large numbers?
0      NO.1.3.2                                                A. Represent whole numbers including thousands          *use manipulative to show whole numbers up to and        compare
Use the place value structure of the base ten number    using the place value structure of the base ten         including thousands                                      represent
system and be able to represent and compare whole       number system                                           *use manipulative to compare numbers up to and           place value
numbers including thousands (using models,              B. Compare whole numbers including thousands            including thousands                                      thousands
illustrations, symbols, expanded notation and problem   using the place value structure of the base ten         *illustrate to show whole numbers up to and including    expanded notation
solving)                                                number system                                           thousands                                                models
*illustrate to compare whole numbers up to and           base ten
including thousands                                      period
*use symbols to compare whole numbers up to and          comma
including thousands
*use expanded form to write and to compare whole
numbers up to and including thousands
*solve real-world problems by applying their
knowledge of showing and comparing whole numbers
up to and including thousands

FP.2.1          1      NO.1.3.3                                                A. Compare 4-digit numbers with and without             *identify the thousands place                             less than
Use mathematical language and symbols to compare        appropriate technology                                  *introduce the comma in a number                          greater than
and order four-digit numbers with and without           B. Order 4-digit numbers with and without appropriate   *identify the value of the digits to compare and order 4- equal to
appropriate technology (<, >, =)                        technology                                              digit numbers                                             order
*use <, >, = when comparing two 4-digit numbers           compare
*sequence multiple 4-digit numbers from greatest to
least
*sequence multiple 4-digit numbers from least to
greatest

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Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                Objective                                                Task Analysis                          Essential Vocabulary   Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
Enduring Understanding - Successfulmethods of computation involveof core beliefs that support their work: problem solving is important,
2. Enduring Understanding - Flexible problem solvers possess a set grouping numbers in a variety of ways
takes significant time and repeated efforts, and requires reflection.
2a. Essential Question - What strategies can be used for finding sums and differences?
C.3.4           2      NO.3.3.1                                                A. Discover efficient and accurate methods of             *use addition strategies to solve contextual problems   sum
Develop, with and without appropriate technology,       computing in multi-digit addition through 999, using      through 999 (strategies may include mental math,        difference
computational fluency in multi-digit addition and       contextual problems: strategies for adding, estimation    composing and decomposing, finding benchmark            estimation
subtraction through 999.                                of sums, in order to develop computational fluency        numbers, compatible numbers, rounding, inverse          multi-digit
B. Discover efficient and accurate methods of             operation)                                              addends
computing in multi-digit subtraction through 999, using   *use subtraction strategies to solve contextual         compatible number
contextual problems: strategies for subtracting,          problems through 999 (strategies may include mental     inverse
estimation of differences in appropriate situations, in   mouth, composing and decomposing, finding               compensatory numbers
order to develop computational fluency                    benchmark numbers, compatible numbers, rounding,
C. Show relationships between multi-digit addition and    inverse operations)
subtraction                                               *illustrate that addition and subtraction are inverse
(opposite) operations
*use technology to solve contextual problems using

3. Enduring Understanding - Place value patterns are repeated in large numbers.
3a. Essential Question - How are place value patterns repeated in large numbers?
C.3.4           0      NO.1.3.1                                                A. Identify equivalent representations for the same       *break apart whole numbers into smaller units           equivalent
Recognize equivalent representations for the same       whole numbers                                             *put a set of numbers together to form a whole          whole number
whole number and generate them by composing and         B. Generate equivalent representations for the same       number                                                  place value
decomposing numbers                                     whole number using composing and decomposing              *show whole numbers in expanded form, standard          digit
numbers                                                   form, and written form, and recognize that they are     expanded form
equivalent                                              standard form
written form
ones
tens
hundreds
thousands
compose
decompose

0      Review: NO.1.3.2                                        A. Represent whole numbers including thousands            *use manipulatives to show whole numbers up to and      compare
Use the place value structure of the base ten number    using the place value structure of the base ten           including thousands                                     represent
system and be able to represent and compare whole       number system                                             *use manipulatives to compare numbers up to and         place value
numbers including thousands (using models,              B. Compare whole numbers including thousands              including thousands                                     thousands
illustrations, symbols, expanded notation and problem   using the place value structure of the base ten           *illustrate to show whole numbers up to and including   expanded notation
solving)                                                number system                                             thousands                                               models
*illustrate to compare whole numbers up to and          base ten
including thousands                                     period
*use symbols to compare whole numbers up to and         comma
including thousands
*use expanded form to write and to compare whole
numbers up to and including thousands
*solve real-world problems by applying their
knowledge of showing and comparing whole numbers
up to and including thousands

4. Enduring Understanding - Currency amounts can be grouped and exchanged to solve problems.
4a. Essential Question - Why is it important to represent currency amounts in different ways?
0      M.13.3.5                                                Identify the value of money up to \$10                     *state the value of bills (\$1, \$5, \$10)                 dollar bill
Determine the value of money up to \$10                                                                            *state the value of coins                               dime
*count coins (count by 50's, 25's, 10's, 5's, 1's)      nickel
*sort money to prepare to count                         penny
*count money, begin with the largest value              quarter
half dollar
value

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Northwest Arkansas Instructional Alignment                                                       WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                             Objective                                     Task Analysis                          Essential Vocabulary   Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
1 OR                                                         A. Identify change with the least possess a set of core beliefs that support change
Enduring Understanding - Successful problem solvers amount of currency in *recognize the relationship between cost and their
M.13.3.6                                                                                                                                                   decimal problem solving is important,
work: point
Apply money concepts in contextual situations up to contextual situations up to \$10.00             *determine change with the least amount of currency      dollar sign
takes                                               B. Compare money up to \$10.00 in reflection.
\$10.00 significant time and repeated efforts, and requires contextual                              *compare values of money up to \$10                       cost
situations                                     *develop strategies for solving money problems in        change
context

5. Enduring Understanding - Multiplication and division can be accomplished through addition and subtraction of partial products.
5a. Essential Question - How can multiples be used to solve problems?
C.3.4           1      NO.3.3.5                                              A. Solve problems using estimation strategies   *use front-end estimation, rounding, under-estimation, estimate
Use estimation strategies to solve problems and judge B. Judge the reasonableness of the answer       over-estimation to solve problems                      reasonable

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Northwest Arkansas Instructional Alignment                                                                      WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                   Objective                                             Task Analysis                           Essential Vocabulary     Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
Enduring Understanding - Successfultime is the measure of the a set of core beliefs that support their work: problem solving is important,
6. Enduring Understanding - Elapsed problem solvers possess duration of an event.
takes significant time and repeated efforts, and requires reflection. of time and time of day?
6a. Essential Understanding - What is the difference between length
0      M.12.3.1                                                 Identify the number of days in a month, days in a year *use strategies to determine the number of days in a       day
Determine the number of days in a month, days in a       and identify the number of weeks in a year             month                                                      week
year and identify the number of weeks in a year.                                                                *identify the days in a year and a leap year               month
*identify the number of weeks in a year                    year
leap year
0      M.12.3.2                                                 Identify that 60 minutes equals 1 hour and that a day     *recognize that 60 minutes equals one hour              A.M. (Ante-Meridian)
Recognize that 60 minutes equals 1 hour and that a       is divided into A.M. and P.M.                             *recognize that a day is divided into A.M. and P.M.     P.M. (Post-Meridian)
day is divided into A.M. and P.M.
0      M.13.3.2                                                 Tell time to the nearest 1-minute intervals               *identify that each mark on a clock represents one      minute hand
Tell time to the nearest 1-minute intervals.                                                                       minute according to the minute hand                     hour hand
*count by ones and fives to determine time              second hand
*identify that there are sixty minutes in one hour
*read a clock to the nearest one-minute interval
0      M.13.3.3                                                 Express time to the half hour and quarter hour using      *define quarter as related to time, not money           quarter hour
Express time to the half hour and quarter hour using     the terms half-past, quarter after, quarter until         *identify that four quarters equals one whole (as       half hour
the terms half-past, quarter after, quarter until                                                                  related to fractions)                                   quarter until
*use quarter after, quarter until, and half past when   quarter of
expressing time                                         quarter to
0      M.13.3.1                                            Use a calendar to determine elapsed time from month *read a calendar from month to month (forward and                  week
Use a calendar to determine elapsed time from month to month                                            backward)                                                          month
to month.                                                                                               *develop the strategy that every time you move up or               year
down a square you move a week or seven days                        leap year
*determine elapsed time by reading a calendar                      calendar
elapsed
0      M.13.3.4                                                 Identify elapsed time in contextual situations to five-   *determine what the unknown is                          elapsed
Determine elapsed time in contextual situations to five- minute intervals                                          *determine the amount of time that has passed           starting time
minute intervals.                                                                                                  between a starting time and an ending time to the       ending time
nearest five minutes                                    analog clock
*determine how to figure out the ending time when       digital clock
given the starting time to the nearest five minutes
*develop strategies for finding various unknowns
(counting by 5s, counting to the next hour, adding an
hour)

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Northwest Arkansas Instructional Alignment                                                                    WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                               Objective                                              Task Analysis                            Essential Vocabulary   Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)

SECOND NINE set of core
Enduring Understanding - Successful problem solvers possess a WEEKS beliefs that support their work: problem solving is important,
takes significant time and repeated efforts, and requires reflection.
1. Enduring Question - Multiplication and division are inverse operations.
1a. Essential Question - What is the relationship among factors, products, and quotients?
C.1.3           1      NO.2.3.2                                               Determine if a 3-digit number is even or odd              *identify the digit in the one's place and determine if even
Apply number theory. *determine if a 3-digit number                                                              the 3-digit number is even or odd based on the digit in odd
is even or odd                                                                                                   the one's place (no matter the other digits)            number theory
*identify the patterns for even (0,2,4,6,8)
*identify the patterns for odd (1,3,5,7,9)
FP.3.1          0      NO.2.3.1                                               A. Show the commutative property of multiplication        *use arrays, groups and area models to show the         commutative property of
Develop an understanding of the commutative and        using objects                                             commutative property of multiplication                  multiplication
identity properties of multiplication using objects.   B. Show the identity properties of multiplication using   *make arrays and groups to show the identity property   identity property of
objects                                                   of multiplication                                       multiplication
*commutative property of multiplication - Ex. 2x4=4x2   array
*identity property of multiplication - Ex. 2x1=2

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Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                Objective                                            Task Analysis                              Essential Vocabulary       Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
Enduring UnderstandingHow can models for multiplication be used toof core beliefs that support their work: problem solving is important,
1b. Essential Question - - Successful problem solvers possess a set divide?
FP.3.1          1      takes                                                  A. Model, represent requires reflection.
NO.2.3.4 significant time and repeated efforts, andand explain division as                                     *identify/describe when you know the number in each         division                  MEASUREMENT:
Model, represent and explain division as               measurement                                             set and the total but not how many sets, that is            partitive division        *Apply to price (Ex. Pies cost
measurement and partitive division including equal     B. Model, represent and explain division as partitive   division as measurement                                     measurement division      \$4 each. How many pies can
groups, related rates, price, rectangular arrays (area division                                                *identify/describe when you know how many sets and          remainder                 you buy for \$28?)
model), combinations and multiplicative comparison. NOTE: INCLUDE REPEATED SUBTRACTION                         the total but not how many in each set, that is partitive   inverse operation         *Apply to rate (Ex. Ellen walks
division                       *apply to price, rate,       rate                      3 miles an hour. How many
and multiplicative comparison (see last column)                                       hours will it take her to walk 15
*use rectangular arrays and combinations to show                                      miles?)
division in these two forms                                                           *Apply to multiplicative
*explain how a remainder may impact an answer in a                                    comparison (Ex. The giraffe is
real-world situation                                                                  18 feet tall.The kangaroo is 6
feet tall. The giraffe is how
many times taller than the
kangaroo?)
PARTITIVE:
*Apply to rate (Ex. Ellen
walked 15 miles.It took her 5
hours. If she walked the same
speed the whole way, how far
did she walk in one hour?)
*Apply to price (Ex. Jan bought
7 pies. She spent a total of
\$28. If each pie cost the same
amount, how much did one pie
cost?)                     *Apply
to multiplicative comparison
(Ex. The giraffe is 18 feet tall.
She is 3 times as tall as the
kangaroo. How tall is the
kangaroo?)

FP.3.1          0      A.4.3.2                                                Use skip-counting patterns to multiply NOTE:            *practice skip counting by any given number up to ten multiples of numbers
Relate skip-counting patterns to multiplication.       INCLUDE REPEATED ADDITION                               *relate skip counting to repeated addition            skip counting
.                                                                                                              *use skip counting as a strategy for multiplication

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Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
NCTM Focal     # of               AR Department of Education
Point or    Times                 CONTENT STANDARD/                                                    Objective                                               Task Analysis                             Essential Vocabulary   Materials/Resources
Connector    Tested          Student Learning Expectations (SLE)

1c. Essential Question - - Successful problem used to learn basic multiplication and division facts?
Enduring UnderstandingWhat strategies can besolvers possess a set of core beliefs that support their work: problem solving is important,
FP.4.1;C.4.5    3       takes                                                A. Discover efficient requires reflection.
NO.3.3.3 significant time and repeated efforts, and and accurate methods of                                           *develop and use strategies for multiplying and           product
OR-1     Develop, with and without appropriate technology,    computing in multiplication, using contextual                    dividing numbers                                          factor
computational fluency in multiplication and division problems: strategies for multiplying, estimation of              *perform operations in more than one way                  divisor
using contextual problems                            products, in order to develop computational fluency              *estimate products and quotients in appropriate           dividend
B. Discover efficient and accurate methods of                    situations                                                quotient
computing in division, using contextual problems:                *show the relationship between multiplication and         doubles
strategies for division, estimation of quotients in              division.                                                 multiple
appropriate situations, in order to develop                      *solve contextual problems involving multiplication
computational fluency                                            and division with and without appropriate technology
C. Show relationships between multiplication and
division

FP.3.1           0      NO.3.3.2                                                   A. Discover efficient and accurate methods of              *develop multiplication strategies (strategies may        product
Develop with and without appropriate technology,           computing basic number combinations for                    include arrays, skip counting, repeated addition,         factor
fluency with basic number combinations for                 multiplication facts (10 x 10) in order to develop         derived facts (using a fact you know, figure out a fact   divisor
multiplication and division facts (10 x 10)                computational fluency                                      you don't know), doubles, patterns) with and without      dividend
B. Discover efficient and accurate methods of              appropriate technology                                    quotient
computing basic division facts (100 / 10) in order to      *develop division strategies (strategies may include      doubles
develop computational fluency                              using repeated subtraction, multiplication (inverse       multiple
operation)), knowing multiplication facts, arrays, fact
family) with and without appropriate technology

1d. Essential Question - What strategies are used to estimate products and quotients?
C.3.4            1      Review: NO.3.3.5                                      A. Solve problems using estimation strategies                   *use front-end estimation, rounding, under-estimation, estimate
Use estimation strategies to solve problems and judge B. Judge the reasonableness of the answer                       over-estimation to solve problems                      reasonable
2. Enduring Understanding - Relationships between numbers can be described by generalizations.
2a. Essential Question - How can a pattern be generalized?
C.3.1            1      A.4.3.5                                                    Evaluate the relationship between sets of numbers,         *find one-step rules involving sets of numbers in
Determine the relationship between sets of numbers         and use that to select the rule                            various forms (charts, lists)
by selecting the rule                                                                                                 *apply the rule to the set of numbers
3. Enduring Understanding - Symbolic notation is used to represent mathematical relationships.
3a. Essential Question - How are symbols used to represent mathematical relationships including operations, equality, and inequality?
C.3.1            2      A.5.3.1                                                    Select and/or write number sentences (equalities) to       *define the equal sign to mean that the equation is       equation
Select and/or write number sentences (equalities) to       find the unknown in problem-solving contexts               balanced ("same as")                                      balance
find the unknown in problem-solving contexts               involving two-digit times one-digit multiplication using   *write number sentences that can be used to solve a       equal sign
involving two-digit times one-digit multiplication using   appropriate labels                                         word problem                                              label
appropriate labels.                                                                                                   *use appropriate labels                                   place value
C.3.1; C.5.1     2      A.5.3.2                                                    Express mathematical relationships using equalities        *explain and understand the symbols (<, >, =, ≠)          greater than
Express mathematical relationships using equalities        and inequalities                                           *evaluate expressions on both sides                       less than
and inequalities.                                                                                                     *use symbols to compare the expressions                   equal to
Ex.                                                                                                                   *decide whether an equality or inequality is true or      not equal to
4 x 9 ___ 36 - 3                                                                                                      false                                                     true
*compare numbers in expressions using symbols             false
*supply numbers that make given equalities or             expression
inequalities true                                         equality
inequality

C.5.1            2      A.5.3.3                                                    Use a symbol to represent an unknown quantity in a         *use a symbol to represent an unknown number         symbol
Use a symbol to represent an unknown quantity in a         number sentence involving contextual situations and        *identify the unknown                                strategy
number sentence involving contextual situations and        find the value                                             *solve for the unknown using a mathematical strategy unknown
find the value.                                                                                                                                                            value
Ex.                                                                                                                                                                        number sentence
2 x Δ = 16

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Northwest Arkansas Instructional Alignment                                                            WORK IN PROGRESS
NCTM Focal    # of              AR Department of Education
Point or   Times                CONTENT STANDARD/                                         Objective                                       Task Analysis                        Essential Vocabulary    Materials/Resources
Connector   Tested         Student Learning Expectations (SLE)
0                                                     Write problem solvers possess a                 of core information from story problem
Enduring Understanding - Successful equations for contextual problems involving set*identify vital beliefs thatasupport their
NO.2.3.3                                                                                                                                               work: problem solving is important,
symbols
Use conventional mathematical symbols to write multiplication using conventional mathematical *use strategies to solve a story problem by writing an   equations
takes for contextual problems and repeated efforts, and requires reflection. equation that represents a multiplication story.
equationssignificant timeinvolving             symbols                                                                                                 contextual problems
multiplication.

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Northwest Arkansas Instructional Alignment                                                                      WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                 Objective                                               Task Analysis                             Essential Vocabulary   Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)

THIRD NINE set of core
Enduring Understanding - Successful problem solvers possess a WEEKS beliefs that support their work: problem solving is important,
takes significant time and repeated efforts, and requires shows relationships.
1. Enduring Understanding - Organization of information reflection.
1a. Essential Question - What are some ways to organize data?
C.3.3           0      A.6.3.1                                                  Complete a chart or table to organize given               *using the information given, identify the rule to      chart
Complete a chart or table to organize given              information and use the chart to identify relationships   complete the chart or table                             table
information and to understand relationships and          and explain the results                                   *explain how you arrived at your result using words
explain the results.                                                                                               and/or pictures
*use a chart or table to describe relationships (change
from January to July in a given chart, etc.)

C.3.3           2      DAP.14.3.1                                               A. Design a survey question after being given a topic     *describe a frequency table, line plot, bar graph, and    survey
Design a survey question after being given a topic       B. Collect, organize, display and describe simple data    pictograph                                                data
and collect, organize, display and describe simple       using frequency tables or line plots, pictographs and     *identify what a survey is                                frequency table
data using frequency tables or line plots, pictographs   bar graphs                                                *design a question from the given topic                   line plot
and bar graphs.                                                                                                    *collect and sort data                                    pictograph
*decide how to display data                               key (on a pictograph)
*organize and display data using a frequency table,       bar graph
line plot, pictograph, and bar graph                      organize
*label and title graph or table correctly (vertical and   display
horizontal labels, values, key)                           tally mark
*apply data procedure with frequency tables, line
plots, pictographs, and bar graphs.

1b. Essential Question - How can the elements of a graph help people to understand and to interpret the data?
C.3.3           2      Review: DAP.14.3.1                                       A. Design a survey question after being given a topic     *describe a frequency table, line plot, bar graph, and    survey
Design a survey question after being given a topic       B. Collect, organize, display and describe simple data    pictograph                                                data
and collect, organize, display and describe simple       using frequency tables or line plots, pictographs and     *identify what a survey is                                frequency table
data using frequency tables or line plots, pictographs   bar graphs                                                *design a question from the given topic                   line plot
and bar graphs.                                                                                                    *collect and sort data                                    pictograph
*decide how to display data                               key (on a pictograph)
*organize and display data using a frequency table,       bar graph
line plot, pictograph, and bar graph                      organize
*label and title graph or table correctly (vertical and   display
horizontal labels, values, key)                           tally mark
*apply data procedure with frequency tables, line
plots, pictographs, and bar graphs

C.3.3           0      DAP.15.3.2                                             Match a set of data with a graphical representation of *compare data with a graphical representation (Does            graphical representation
Match a set of data with a graphical representation of the data                                               the graph represent the data?)                                 data
the data.                                                                                                     *choose the appropriate graph to represent a given
set of data
C.3.3           0      DAP.16.3.1                                               Make predictions for a given set of data                  *make predictions for a particular set of data by         prediction
Make predictions for a given set of data                                                                           extending charts and graphs                               certain
impossible
possible
C.3.3           0      A.7.3.1                                                  Identify the change over time                             *identify change as related to time vs. money             difference
Identify the change over time.                                                                                     *use given information to identify the distinction        compare
between two or more events over a longer period of
time

1c. Essential Question - How does changing the scale affect how data is communicated?

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Northwest Arkansas Instructional Alignment                                                                   WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                Objective                                            Task Analysis                           Essential Vocabulary     Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
C.3.3           2                                                       Read problem solvers possess a                   of core beliefs that pictograph
Enduring Understanding - Successful and interpret pictographs and bar graphs in set*identify and count symbols on asupportintheir work: a pictograph)
DAP.15.3.1                                                                                                                                                 key (on problem                  solving is important,
Read and interpret pictographs and bar graphs in which symbols or intervals are greater than one intervals greater than one using the key                  symbol
takes significant time and repeated efforts, and requires reflection. *find information on a bar graph by counting in
which symbols or intervals are greater than one.                                                                                                           vertical label
intervals greater than one (2's, 5's, 10's, etc.)         horizontal label
*identify that a half symbol represents half of the value pictograph
on a pictograph                                           bar graph
*read and interpret pictographs and bar graphs in
which symbols or intervals are greater than one

1d. Essential Question - How can the next step in a pattern be found?
C.4.1           3      A.4.3.4                                                 A. Use repeating numeric or geometric patterns to     *extend a variety of numeric and geometric patterns      repeating patterns
Use repeating and growing numeric or geometric          solve problems                                        *differentiate between a repeating and a growing         growing patterns
patterns to solve problems.                             B. Use growing numeric or geometric patterns to solve pattern                                                  extend
problems
0      A.4.3.1                                                 Count forward and backward when given a number          *count forward and backward by any given number to forward
Count forward and backward when given a number          less than or equal to 1000                              1000 in written or oral form                       backward
less than or equal to 1000 _____, 399, _____,
_____
0      A.4.3.3                                                 Identify a number that is more or less than any whole   *skip count by multiples of ten from any number        more
Identify a number that is more or less than any whole   number up to 1000 using multiples of ten and/or 100     forward and backward (Ex. 23, 33, 43, 53, etc.) with   less
number up to 1000 using multiples of ten and/or 100                                                             objects such as 100s charts                            multiple
*skip count by multiples of one hundred from any       whole number
number forward and backward (Ex. 114, 214, 314,
414, etc.) with objects such as numbers charts

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Northwest Arkansas Instructional Alignment                                                                    WORK IN PROGRESS
NCTM Focal      # of               AR Department of Education
Point or     Times                 CONTENT STANDARD/                                                Objective                                            Task Analysis                              Essential Vocabulary        Materials/Resources
Connector     Tested          Student Learning Expectations (SLE)
Enduring Understanding - Successful problem solvers possess a set of for communicating measurements. problem solving is important,
2. Enduring Understanding - Standard units provide common language core beliefs that support their work:
takes significant time and repeated efforts, and requires reflection.
2a. Essential Question - How are units of measure related?
1      M.12.3.4                                                A. Show the relationship between linear measurement *identify how many inches are in a foot and in a yard,        foot
Demonstrate the relationship among different            B. Show the relationship between units of capacity  feet in a yard using tools (rulers, etc.)                     inch
standard units.                                         C. Show the relationship between units of weight    *identify how many cups are in a pint, how many pints         yard
in a quart, and how many quarts in a gallon using             cup
materials                                                     pint
*identify how many ounces are in a pound using                quart
materials                                                     ounce
*identify the abbreviations for the standard units or         pound
measurement                                                   length
*apply measurement relationships in context                   capacity
weight/mass
standard units of measurement
linear measurement
(measuring a straight line)

0      M.12.3.5                                                Create and complete a conversion table to show          *create a conversion table                                convert
Create and complete a conversion table (from larger     relationships between units of measurement in the       *use a conversion table                                   conversion table
unit to smaller unit) to show relationships between     same system (LARGER UNIT TO SMALLER UNIT)               *change feet to inches using multiplication
units of measurement in the same system.                                                                        *change yards to feet using multiplication
Ex. Change feet to inches using multiplication                                                                  *change yards to inches using multiplication
*change pints to cups using multiplication
*change quarts to pints using multiplication
*change gallons to quarts using multiplication
*change pounds to ounces using multiplication
*read and use the mathematics references sheet in
Benchmark released items

3. Enduring Understanding - Perimeter is a one-dimensional measure (perimeter surrounds); area is a two-dimensional measure (area covers);
volume is a three-dimensional measure (volume fills in).
3a. Essential Question - What strategies can be used to find area, perimeter, and volume of a shape or region?
C.2.2; FP.4.3   OR-1     M.13.3.10                                              Find the perimeter of a figure by measuring the length *identify that perimeter is the distance around a figure perimeter
Find the perimeter of a figure by measuring the length of the sides                                           *measure a side and label the side with that             length
of the sides.                                                                                                 measurement                                              side
*find perimeter by adding the length of ALL the sides
(even if there is an unknown side)

C.3.2             0      M.13.3.11                                              Find the area of any region counting squares and half- *identify that area is the measurement of the interior of   area
Find the area of any region counting squares and half- squares                                                a figure                                                    square
squares.                                                                                                      *contrast square units with units.                          square unit
*recognize that each square represents one square           grid
unit                                                        array
*combine half square units into whole square units
using grid paper, square tiles, pictures to find the area
of any region
FP.5.3            1      M.13.3.12                                               Discover strategies for finding the volume of           *recognize a rectangular prism and a cube using           rectangular prism
Develop strategies for finding the volume (cubic units) rectangular prisms and cubes using models               models                                                    cube
of rectangular prisms and cubes using models.                                                                   *contrast units, square units, and cubic units            cubic unit
*use models and pictorial representations of models       volume
*develop strategies to find volume by counting cubes
that may or may not be seen

4. Enduring Understanding - A three-dimensional figure can be analyzed in terms of its two-dimensional parts.
4a. How are one-, two-, or three-dimensional shapes described and classified?

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Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                Objective                                            Task Analysis                              Essential Vocabulary   Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
FP.5.3          1                                                                                                               of core beliefs that
Enduring Understanding - Successful problem solvers possess a set*identify 3-D solids (G.8.2.1) support their work: problem solving
G.8.3.1                                             A. Compare and contrast 3-D solids by investigating                                                         faces                                is important,
Compare, contrast and build 3-D solids by           the number of faces, edges, and vertices on models  *use 3-D models to show faces, edges, and vertices      edges
takes significant faces, and repeated Build 3-D solids by investigating reflection. *count the faces, edges, and vertices on each 3-D
investigating the number of timeedges, and vertices B.efforts, and requires the number of                                                                       vertices
on models.                                          faces, edges and vertices on models                 model                                                   solids
*compare/contrast the faces, edges, and vertices of all three-dimensional (3-D)
3-D models                                              rectangular prism
*build a 3-D solid using the number of faces, edges,    cone
and vertices given                                      sphere
cube
cylinder
properties

FP.3.3          0      G.8.3.2                                                Identify regular polygons with at least 4 sides        *identify a polygon                                        regular polygon
Identify regular polygons with at least 4 sides.                                                              *know the definition of a regular polygon (equal sides,    square
equal angles)                                              regular pentagon
*identify square, regular pentagon, regular hexagon,       regular hexagon
and regular octagon                                        regular octagon
properties
FP.3.3          0      G.11.3.1                                               Replicate a three-dimensional model composed of        *provide a model built from cubes for students to          3-D model
Replicate a three-dimensional model composed of        cubes when given a physical model                      replicate                                                  replicate
cubes when given a physical model.                                                                                                                                       sides
vertices
faces
visualization

5. Enduring Understanding - Changing the position of an object does not affect its attributes.
5a. Essential Question - What strategies can be used to check for symmetry?
FP.3.3          1      G.9.3.1                                                Draw one or more lines of symmetry in a polygon        *apply congruency and symmetry (G.9.2.1)                   congruent
Draw one or more lines of symmetry in a polygon.                                                              *identify one of more lines of symmetry in a polygon       symmetry
*draw one or more lines of symmetry in a polygon           lines of symmetry

6. Enduring Understanding - Objects can be described and compared using geometric attributes.
6a. Essential Question - How can objects be represented and compared using geometric attributes?
FP.3.3          3      G.11.3.2                                              Identify which new figure will be formed by combining *identify figures by name                                    combining
Determine which new figure will be formed by          and subdividing models of existing figures            *combine figures to make new figures                         subdividing
combining and subdividing models of existing figures.                                                       *take apart an existing whole figure into its parts          visualization
properties

6b. Essential Question - How are points, lines, line segments, and rays related?
0      G.8.3.3                                                A. Identify line, line segment and ray using           *identify the definition of a line, a line segment, and a line
Identify and draw line, line segment and ray using     appropriate labels                                     ray by using examples                                     line segment
appropriate labels.                                    B. Draw line, line segment and ray using appropriate   *identify a line, a line segment, and a ray using         ray
labels                                                 appropriate labels
*compare/contrast a line, a line segment, and a ray
using appropriate labels
*draw a line, a line segment, and a ray using
appropriate labels
1      G.8.3.4                                                A. Identify intersecting and parallel lines            *identify the definition of intersecting and parallel lines intersecting lines
Identify and draw intersecting and parallel lines.     B. Draw intersecting and parallel lines                by using examples                                           parallel lines
*identify intersecting and parallel lines by using
examples of real-world objects (shapes, pictures,
letters)
*draw intersecting and parallel lines

7. Enduring Understanding - A transformation is a specific movement of an object.
7a. Essential Question - What are translations, rotations, and reflections?

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Northwest Arkansas Instructional Alignment                                                             WORK IN PROGRESS
NCTM Focal    # of              AR Department of Education
Point or   Times                CONTENT STANDARD/                                           Objective                                         Task Analysis                           Essential Vocabulary   Materials/Resources
Connector   Tested         Student Learning Expectations (SLE)
FP.3.3          1                                                                                                             of core beliefs a figure (G.9.22)
Enduring Understanding - Successful problem solvers possess a set*recognize the motion of that support their
G.9.3.2                                          Describe the motion of a two-dimensional figure as a                                                        work: problem solving is important,
slide (translation)
Describe the motion (transformation) of a two-   flip, slide or turn                                  *model and explain flip, slide and turn with objects   flip (reflection)
takes significant time and repeated efforts, and requires reflection. *describe how a figure was moved using flip, slide or
dimensional figure as a flip (reflection), slide                                                                                                             turn (rotation)
(translation) or turn (rotation).                                                                     turn                                                   motion

13 of 18
Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                            Objective                                            Task Analysis                            Essential Vocabulary     Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
Enduring Understanding - Successful problem solvers possess a set of core beliefs that support their work: degree of precisionimportant,
8. Enduring Understanding - The choice of measurement tools depends on the measurable attribute and the problem solving is required.
takes significant time and repeated efforts, and requires reflection.
8a. Essential Question - What determines the choice of a measurement tool?
C.3.2           3      M.13.3.8                                             A. Use appropriate customary measurement tools for    *identify which measurement tool applies to various      length
Use appropriate customary measurement tools for      length                                                situations (ruler, yard stick, measuring tape,           capacity
length, capacity and mass                            B. Use appropriate customary measurement tools for    thermometer, scale, balance scale, teaspoons, cups,      mass
capacity                                              gallons, pints, quarts)                                  measurement tool
C. Use appropriate customary measurement tools for    *use the appropriate tool to measure length, capacity,   ruler
mass                                                  and mass                                                 yard stick
measuring tape
thermometer
scale
balance scale
teaspoon
cup
gallon
pint

1      M.12.3.3                                             Distinguish the temperature to contextual problems    *identify that the higher you go on the Fahrenheit       Fahrenheit
Distinguish the temperature to contextual problems   using the Fahrenheit scale on a thermometer           scale the hotter it gets and the lower you go the colder vertical number line
using the Fahrenheit scale on a thermometer                                                                it gets
Ex.                                                                                                        *identify that water freezes at 32 degrees Fahrenheit
If I need to wear mittens and a scarf, what                                                                *apply temperatures to contextual problems
temperature would it be? 35°F or 70°F?

0      M.13.3.7                                           A. Read temperatures on Fahrenheit scale in intervals   *recognize whether it is a Fahrenheit or Celsius         temperature
Read temperatures on Fahrenheit and Celsius scales of two                                                  thermometer by looking at the label                      Fahrenheit
in intervals of two and five.                      B. Read temperatures on Celsius scale in intervals of   *count by 2's and 5's                                    Celsius
five                                                    *read temperature on Fahrenheit and Celsius              degree

8b. Essential Question - What estimation strategies are used in measurement?
C.3.2           2      M.13.3.9                                             A. Estimate length, capacity/volume and mass using    *describe the order of the measurement tools (largest    estimate
Estimate and measure length, capacity/volume and     appropriate customary units                           to smallest, smallest to largest)                        pound
mass using appropriate customary units               B. Measure length, capacity/volume and mass using     *relate a measurement tool to a non-standard tool        ounce
appropriate customary units                           (fingertip, paper clip, arm span) in order to estimate   customary units
*measure length, capacity, and mass with a
measurement tool

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Northwest Arkansas Instructional Alignment                                                               WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                             Objective                                           Task Analysis                            Essential Vocabulary   Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
Enduring Understanding - Successfulpairs show an exact location onof coordinate plane.
9. Enduring Understanding - Ordered problem solvers possess a set a core beliefs that support their work: problem solving is important,
takes significant time and repeated locationand requires reflection.
9a. Essential Question - How is the efforts, of a point on a grid described?
0      G.10.3.1                                              A. Locate and identify points on a coordinate grid   *demonstrate how to locate a point on a grid by          point
Locate and identify points on a coordinate grid and   using common language and geometric vocabulary       moving horizontally on the grid then vertically on the   coordinate grid
name the ordered pair (quadrant one only) using       B. Name the ordered pair using common language       grid (which direction to move first)                     ordered pair
common language and geometric vocabulary              and geometric vocabulary                             *name a point on a grid                                  horizontal
(horizontal and vertical)                                                                                  *identify a point on a grid                              vertical
column
row

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Northwest Arkansas Instructional Alignment                                                                    WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                   Objective                                              Task Analysis                            Essential Vocabulary      Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
Enduring Understanding - Successful problem solvers possess a set of core beliefs that support their work: problem solving is important,
FOURTH NINE WEEKS
1. Enduring Understanding - Both common and requires fractions can represent fractional parts.
takes significant time and repeated efforts, and decimal reflection.
1a. Essential Question - How are numbers that represent fractional parts compared?
FP.3.2          0      NO.1.3.4                                                 Express fractions (halves, thirds, fourths, sixths and     *use objects to model halves, thirds, fourths, sixths,   fraction
Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical models         and eighths as they relate to parts of a set and parts   halves
eighths) using words, numerals and physical models                                                                  of a whole                             *understand the   thirds
Ex.                                                                                                                 meaning of the numbers in a fraction                     fourths
Identify and illustrate parts of a whole and parts of                                                               *write the fraction in words                             sixths
sets of objects                                                                                                     *recognize that a fractional part of a model does not    eighths
Recognize that a fractional part of a rectangle does                                                                have to be shaded in contiguous (touching) parts         numerator
not have to be shaded with contiguous parts                                                                                                                                  denominator
contiguous (touching) parts
whole
set

FP.3.2          0      NO.1.3.7                                                  Write a fraction that is equivalent to a given fraction   *use models (to ensure conceptual understanding) to      equivalent
Write a fraction that is equivalent to a given fraction   with the use of models                                    show equivalent fractions (fraction circles, fraction    fraction
with the use of models.          Ex. 1/2 = 4/8 = 8/16                                                               kits, fraction towers, fraction steps, fraction bars,
student-created fraction strips, etc.)
*recognize and write equivalent fractions using
various models

FP.3.2          0      NO.1.3.5                                                  Recognize that the size of the whole determines the       *use different size models to represent a whole to       quantity
Utilize models to recognize that the size of the whole    size of the fraction depending on the original quantity   show, for example, half of a larger shape is different   whole
determines the size of the fraction depending on the      using models                                              than half of a smaller shape (large pizza vs. small      fractions
original quantity                                                                                                   pizza)
FP.4.2          0      NO.1.3.6                                                  A. Represent (using the place value structure of the      *recognize that \$1 is a whole                            decimal point
Use the place value structure of the base ten number      base ten number system) decimals to hundredths in         *recognize that the coins are parts of a whole           dollar sign
system and be able to represent and compare               money                                                     *recognize that the decimal point means "and"            base ten
decimals to hundredths in money (using models,            B. Compare (using the place value structure of the        (separating the whole from the parts)                    place value
illustrations, symbols, expanded notation and problem     base ten number system) decimals to hundredths in         *recognize that the numbers after the decimal            tens
solving)                                                  money                                                     represent the parts of a whole ("change")                tenths
Ex:                                                                                                                 *compare two money amounts using <, >, =                 hundreds
\$193.76 _____\$139.67                                                                                                *write a money amount in expanded notation               hundredths
ones
expanded notation
numeral value

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Northwest Arkansas Instructional Alignment                                                                WORK IN PROGRESS
NCTM Focal    # of               AR Department of Education
Point or   Times                 CONTENT STANDARD/                                                 Objective                                          Task Analysis                           Essential Vocabulary   Materials/Resources
Connector   Tested          Student Learning Expectations (SLE)
Enduring Understanding - Successful problem solvers possess a set of core graphically. support their work: problem solving is important,
2. Enduring Understanding - Probability can be represented numerically and beliefs that
takes significant time and repeated efforts, represented numerically?
2a. Essential Question - How is probability and requires reflection.
C.7.4           0      DAP.17.3.1                                              Use fractions to predict probability of an event       *identify what probability is                           probability
Use fractions to predict probability of an event                                                               *relate fractions to probability as parts of a set      fraction
*express probability in fraction form and word form     event
*relate part to whole                                   outcome
numerator
denominator

2b. Essential Question - How is the likelihood of an event determined and communicated?
0      DAP.17.3.3                                              Use physical models, pictures and organized lists to   *manipulate objects to find combinations of two sets of physical model
Use physical models, pictures and organized lists to    find combinations of two sets of objects               objects                                                 organized list
find combinations of two sets of objects                                                                       *develop a strategy for organizing and finding
combinations (organized list, pictures, web, table,
objects)
5       DAP.17.3.2                                              A. Conduct simple probability experiments and record   *conduct many various simple probability experiments    probability
OR -1    Conduct simple probability experiments, record the      the data                                               (spinners, tiles, number cubes) and record the data     fair
data and draw conclusions about the likelihood of       B. Draw conclusions about the likelihood of possible   *use strategy to choose how to record data              unfair
possible outcomes (roll number cubes, pull tiles from   outcomes                                               *determine the fairness of a game by playing fair and   tally marks
a bag, spin a spinner, or determine the fairness of                                                            unfair games                                            experiment
games)                                                                                                         *use tally marks to record data during experiment       data
*use data to conclude the likelihood of a possible      conclusion
outcome                                                 outcome
possible outcome
chance
most likely
less likely
equally likely

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Northwest Arkansas Instructional Alignment                                                               WORK IN PROGRESS
NCTM Focal     # of               AR Department of Education
Point or    Times                 CONTENT STANDARD/                                                  Objective                                              Task Analysis                         Essential Vocabulary   Materials/Resources
Connector    Tested          Student Learning Expectations (SLE)
Enduring Understanding - Successful problem solvers possess a set of core beliefsplacesupport their work: problem solving is important,
3. Enduring Understanding - Strategies for multiplication and division are based on that value concepts.
takes significant time and repeated efforts, and place value help with multiplication and division of large numbers?
3a. Essential Question - How can knowledge of requires reflection.
FP.4.1;C.4.5    3       NO.3.3.3                                                  A. Discover efficient and accurate methods of            *develop and use strategies for multiplying and       product
OR-1     Develop with and without appropriate technology,          computing in two-digit by one-digit multiplication,      dividing numbers                                      factor
computational fluency in multiplication and division up   using contextual problems: strategies for multiplying,   *perform operations in more than one way              divisor
to two-digit by one-digit numbers using two-digit by      estimation of products, in order to develop              *estimate products and quotients in appropriate       dividend
one-digit contextual problems                             computational fluency                                    situations                                            quotient
B. Discover efficient and accurate methods of            *show the relationship between multiplication and     doubles
computing in two-digit by one-digit division, using      division                                              multiple
contextual problems: strategies for division,            *solve contextual problems involving multiplication
estimation of quotients in appropriate situations, in    and division of two-digit numbers by one-digit
order to develop computational fluency                   numbers with and without appropriate technology
C. Show relationships between two-digit by one-digit
multiplication and division

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