Teaching and Learning Division
Instruction and Curriculum Department
2012
PROJECT-BASED
SUMMER LEARNING
Mathematics
Grades K, 1, 2, 3, 4, 5
Mr. Don Nielsen (Treasurer) Dr. Gretchen L. Warner (Clerk)
Ms. Pamala Handrow Pastor Melvin Hargrove
Mrs. Julie McKenna Ms. Kim Plache Mr. Dennis Wiser
Dr. Ann Laing, Superintendent of Schools
Dr. Jeff Blaga, Interim Director of Instruction and Curriculum May 2012
PREPARED BY:
Ms. Laura Maier Elementary Mathematics Coordinator Ms. Krista Brooks
Ms. Janell Decker Ms. Nidia Diaz Ms. Carmen Janeky
Ms. Lisa Kohler
Ms. Hilda Sandoval
It is the policy of the Racine Unified School District, pursuant to s.118.13 Wis. Stats., and PI19, that no person, on the basis of sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability, may be denied admission to any school in this District or be denied participation in, be denied the benefits of, or be discriminated against in any curricular, extracurricular, pupil services, recreational, or other program or activity.
This policy also prohibits discrimination under related federal Statutes including Title VI of the Civil Rights Act of 1964 (race and national origin), Title IX of the Education Amendments of 1972 (sex), and Section 504 of the Rehabilitation Act of 1973 (handicap).
If any person believes that the Racine Unified School District or any part of the school organization has inadequately applied the principles and/or regulations of a s.118.13 Wis. Stats./PI9 and/or Title VI (race, national origin), and/or Title IX (sex) and/or Section 504 (handicap) or in some way discriminates against pupils on the basis of sex, religion, color, national origin, ancestry, creed, pregnancy, mental, emotional, or learning disability or handicap, she/he may bring forward a complaint to the
District Equity Coordinator Racine Unified School District
Project Based Summer Learning Mathematics Grade Level Curriculum
Project Based Summer Learning is a summer school program that is being
implemented throughout the 2012 summer. The math classes offered are for a variety students, ability levels, and interests in order to reach all of our learners. By teaching standards based and assessing through project based learning, all of our students can achieve in this program.
Attached you will find a curriculum guide by grade level. This guide is based on
Understanding By Design, Common Core State Standards for Math, and Project Based Learning. There are strategies and resources listed to help in planning your summer. In addition, you will also find a pacing guide that you may use if you would like to use the suggestions developed by the curriculum writers.
A special thank you to our curriculum writers, Nidia Diaz, Hilda Sandoval, Krista Brooks, Janell Decker, Lisa Kohler, and Carmen Janecky. Please ask if you have any
questions, or need help in any way.
3109 Mt. Pleasant, RACINE, WI 53404 Phone: 262-631-7039 Laura.Maier@rusd.org
2. Grade Level Common Core State Standards Mathematics for summer 2012 3. Grade Level Pacing Guide Suggestions
Pacing Guide (blank) 4. Daily pacing suggestion
5. Grade Level UbD curricular frameworks UbD curricular framework (blank)
6. Grade Level Project Based Learning suggestions GRASPS format Project Based Learning suggestions GRASPS format (blank) 7. Assessment information
Formative Assessment examples
Project Based Summer Learning Mathematics
Common Core State Standards – Essential Standards for Summer Learning 2012 Mathematics | Standards for Mathematical Practice Grades K-12
1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics.
5 Use appropriate tools strategically.
6 Attend to precision.
7 Look for and make use of structure.
K.CC.1 Count to 100 by ones and tens.
K.CC.3 Write numbers from 0-20. Represent a number of
objects with a written numeral 0-20.
K.CC.4 Understand the relationship between numbers and
quantities; connect counting to cardinality.
K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in a
another group.
K.OA.2 Solve addition and subtraction word problems, and add
and subtract within 10.
K.MD.1 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the
attribute, and describe the difference.
K.MD.3 Classify objects into given categories; count the numbers of objects in each category an sort the category by count.
K.G.2. Correctly name shapes regardless of their orientations or overall size.
K.G.4 Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to
describe their similarities, differences, parts, and other attributes.
Project Based Summer Learning Mathematics
Common Core State Standards – Essential Standards for Summer Learning 2012
Grade 1
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions.
1.OA.6 Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10.
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of
objects with a written numeral.
1.NBT.2 Understand that the two digits of a two-digit number
represent amounts of tens and ones.
1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons
with the symbols >, =, and <.
1. NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, on adds tens and tens, ones
and ones; and sometimes it is necessary to compose a ten.
1. MD.1 order three objects by length; compare the lengths of
two objects indirectly by using a third object.
1.MD.3 Tell and write time in hours and half-hours using analog
and digital clocks.
2nd grade
2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions.
2.OA.2 Fluently add and subtract within 20 using mental strategies. Know from memory all sums of two one-digit
numbers.
2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal
addends.
2.NBT.1 Understand that the tree digits of a three-digit number
represent amounts of hundreds, tens, and ones.
2.NBT.2 Count within 1000; skip-count by 5’s, 10’s, and 100’s.
2.NBT.3 Read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols
to record the results of comparisons.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.
2NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and
Project Based Summer Learning Mathematics
Common Core State Standards – Essential Standards for Summer Learning 2012
ones; and sometimes is necessary to compose or decompose
tens or hundreds.
2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.
2.MD.3 Estimate lengths using units of inches, feet, centimeters,
and meters.
2.MD.7 Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.
2.MD 8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using dollar and cent symbols
appropriately.
2.MD.10 Draw a picture graph and bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using
information presented in a bar graph.
2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number or equal faces. Identify triangles, quadrilaterals, pentagons, hexagons,
and cubes.
Grade 3
3.OA.3 Use multiplication and division within 100 to solve word problems in situation involving equal groups, arrays, and
measurement quantities.
3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies
including rounding.
3.NBT.1 Use place value understanding to round whole numbers
to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the rage 10-90 using strategies based on place value and
properties of operations.
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a
fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.2 Understand a fraction as a number on the number line;
represent fractions on a number line diagram.
3.NF.3 Explain equivalence of fractions in special cases, and
compare fractions by reasoning about their size.
3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving
addition and subtraction of time intervals in minutes.
Project Based Summer Learning Mathematics
Common Core State Standards – Essential Standards for Summer Learning 2012
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using
information presented in scaled bar graphs.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in
appropriate units- whole numbers, halves, or quarters.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with
the same area and different perimeters.
Grade 4
4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and
estimation strategies including rounding.
4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a give one-digit number. Determine
whether a given whole number in the range 1-100 is prime or
composite.
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not
explicit in the rule itself.
4. NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of
comparisons.
4. NBT.3 Use place value understanding to round multi-digit
whole numbers to any place.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-one-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Project Based Summer Learning Mathematics
Common Core State Standards – Essential Standards for Summer Learning 2012
four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation b y using equations, rectangular arrays,
and/or area models.
4.NF.2 Compare two fractions with different numerators and
different denominators.
4.NF.3a Understand addition and subtraction of fractions as
joining and separating parts referring to the same whole.
4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like
denominators.
4.NF.4c Solve word problems involving multiplication of a
fraction by a whole number.
4.NF.6 Use decimal notation for fractions with denominators 10 or 100.
4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the
conclusions.
4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expression measurements given in a larger unit in terms of a smaller unit. Represent
measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.
4.MD.4 Make a line plot to display a data set of measurements in
fractions of a unit (1/2, ¼, ⅛). Solve problems involving addition
4.G.1 Draw points lines, line segments, rays, angles, and perpendicular and parallel lines. Identify these in
two-dimensional figures.
Project Based Summer Learning Mathematics
Common Core State Standards – Essential Standards for Summer Learning 2012
Grade 5
5.OA.1 Use parentheses, brackets, or braces in numerical
expressions, and evaluate expressions with these symbols.
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the
two patterns, and graph the ordered pairs on a coordinate plane.
5.NBT.3 Read, write, and compare decimals to thousandths.
5.NBT.4 Use place value understanding to round decimals to
any place.
5.NBT.5 Fluently multiply multi-digit whole numbers using the
standard algorithm.
5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two0-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
5.NBT.7 Add, subtract, multiply, and divide decimals to
hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used.
5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike
denominators.
5.NF.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole
numbers by unit fractions.
5.MD.2 Make a line plot to display a data set of measurements in
fractions of a unit (1/2, ¼, ⅛). Use operations on fractions for
this grade to solve problems involving information presented in line plots.
5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems
involving volume.
5.G.2 Represent real world and mathematical problems by
graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the
Project Based Summer Learning Mathematics
In-‐service-‐ No students PRE-‐TEST
Start-‐up Procedures
Introduce Centers
Learning Target:
•Count sequentially •Use one-‐to-‐one
correspondence and keep track of objects while counting
6/25 Monday
Learning Target:
•Count sequentially. •Recognize, name, and write numerals 0-‐20 •Use one-‐to-‐one
correspondence and keep track of objects while counting.
6/26 Tuesday
Learning Target:
•Count sequentially •Recognize, name, and write numerals 0-‐20 •Use one-‐to-‐one correspondence and keep track of objects while counting
6/27 Wednesday
Learning Target:
•Count sequentially •Recognize, name, and write numerals 0-‐20 •Use one-‐to-‐one correspondence and keep track of objects while counting
6/28 Thursday
Learning Target:
•Count sequentially
•Recognize, name, and write numerals 0-‐20
•Use one-‐to-‐one
correspondence and keep track of objects while counting
7/2 Monday
Learning Targets:
•Count sequentially •Compare the number of objects in two or more groups
•Compare two objects to explain which has “more of” or “less of “ the
attribute in question. •Sort objects.
7/3 Tuesday
Learning Targets:
•Count sequentially •Compare the number of objects in two or more groups
•Compare two objects to explain which has “more of” or “less of “ the attribute in
question. •Sort objects.
7/4 Wednesday 4th of July
No School
7/5 Thursday
7/9 Monday
Learning Targets:
•Count sequentially. •Recognize, without counting, the number of objects in familiar
arrangements.
•Use strategies to count groups of objects.
7/10 Tuesday
Learning Targets:
•Count sequentially. •Recognize, without counting, the number of objects in familiar
arrangements.
•Use strategies to count groups of objects.
7/11 Wednesday
Learning Targets:
•Count sequentially. •Recognize, without counting, the number of objects in familiar arrangements.
•Use strategies to count groups of objects.
7/12 Thursday
Learning Targets:
•Count sequentially.
•Recognize, without counting, the number of objects in
familiar arrangements. •Use strategies to count groups of objects.
7/16 Monday
Learning Targets:
•Count sequentially •Recognize, name, and write numerals 0-‐20 •Represent quantities and operations
physically, pictorially, or symbolically.
7/17 Tuesday
Learning Targets:
• Count sequentially •Recognize, name, and write numerals 0-‐20 • Represent quantities and operations
physically, pictorially, or symbolically.
7/18 Wednesday
Learning Targets:
• Count sequentially • Recognize, name, and write numerals 0-‐20 • Represent quantities and operations
physically, pictorially, or symbolically.
7/19 Thursday
Learning Targets:
•Count sequentially
•Recognize, name, and write numerals 0-‐20
•Represent quantities and operations physically, pictorially, or symbolically.
7/23 Monday Learning Targets: •Count sequentially. •Recognize, name, and write numerals 0-‐20 •Use a variety of
representations to solve addition and subtraction word problems.
•Compute sums and differences
7/24 Tuesday Learning Targets: •Count sequentially. •Recognize, name, and write numerals 0-‐20 •Use a variety of
representations to solve addition and
subtraction word problems.
•Compute sums and differences.
7/25 Wednesday Learning Targets: •Count sequentially. •Recognize, name, and write numerals 0-‐20 •Use a variety of representations to solve addition and subtraction word problems.
•Compute sums and differences.
7/26 Thursday Learning Targets: •Count sequentially.
•Recognize, name, and write numerals 0-‐20
•Use a variety of
representations to solve
addition and subtraction word problems.
•Compute sums and differences.
•Use a variety of
representations to solve addition and subtraction. •Use reasoning and visual characteristics of shapes to name shapes in a variety of sizes and orientations.
•Use reasoning and
attributes to compare and contrast a variety of
shapes.
•Decompose shapes.
Learning Targets:
•Use a variety of
representations to solve addition and
subtraction.
• Use reasoning and visual characteristics of shapes to name shapes in a variety of sizes and orientations.
•Use reasoning and attributes to compare and contrast a variety of shapes.
•Decompose shapes
•Use a variety of representations to solve addition and subtraction.
•Use reasoning and visual characteristics of shapes to name shapes in a variety of sizes and orientations.
•Use reasoning and attributes to compare and contrast a variety of shapes.
•Decompose shapes
Review
Close-‐down procedures.
FIRST GRADE SUMMER CALENDAR (Suggested Pacing Guide)
6/19 Tuesday
In-‐service-‐ No students
6/20 Wednesday PRE-‐TEST
Start-‐up Procedures
Introduce Centers
6/21 Thursday
Learning Target: Add and subtract within 20,
demonstrating fluency for addition and subtraction within 10.
•Count by 2s, 5s and 10s up to 100.
•Add and sub-‐tract within 20,
•Practice fluency for addition and subtraction within 10.
•Complete addition and subtraction fact families. • Use the correct symbol
for addition, subtraction and equals
6/25 Monday
Learning Target: Add and subtract within 20,
demonstrating fluency for add-‐ ition and subtraction within 10.
•Count by 2s, 5s and 10s up to 100.
•Add and sub-‐tract within 20,
•Complete addition and subtraction fact families. •Use the correct symbol for
addition, subtraction and equals.
Introduce Operations and Algebraic Thinking project
6/26 Tuesday
Learning Target: Add and
subtract within 20, demonstrating fluency for addition and
subtraction within 10.
•Add and sub-‐tract within 20, •Count by 2s, 5s and 10s up to
100.
•Complete addition and subtraction fact families. •Use the correct symbol for
addition, subtraction and equals
Work on Operations and Algebraic Thinking project
6/27 Wednesday
Learning Target: Use addition and subtraction within 20
• Count by 2s, 5s and 10s up to 100.
•Complete addition and subtraction fact families. •Use the correct symbol for
addition, subtraction and equals
•Solve word problems involving situations of adding to, taking from Work on Operations and Algebraic Thinking project
6/28 Thursday Learning Target: Use addition and subtraction within 20
• Read and write numbers and number words up to 20.
•Complete addition and subtraction fact families. •Use the correct symbol
for addition, subtraction and equals
within 20
•Count up to 120 from any given number
•Solve word problems involving situations of adding to, taking from
Present Operations and Algebraic Thinking project
of tens and ones use >, =, and <. •Count up to 120 from any
given number
•Compare numbers using less than, greater than and equal to •Solve word problems involving
situations of adding and subtracting
Introduce Numbers in Base Ten project
7/9 Monday
Learning Target: Compare two 2-‐digit numbers based on meaning of tens and ones use >, =, and <.
•Compare numbers using less than, greater than and equal to
•Solve word problems involving situations of adding and subtracting
Work on Numbers in Base Ten project
7/10 Tuesday
Learning Target: Understand that two digits of a 2-‐digit number represent amounts of tens and ones.
•Count up to 120 from any given number
•Compare numbers using less than, greater than and equal to •Order numbers using tens and
ones charts.
Work on Numbers in Base Ten project
7/11 Wednesday
Learning Target: Understand that two digits of a 2-‐digit number represent amounts of tens and ones.
•Count up to 120 from any given number
•Compare numbers using less than, greater than and equal to
•Order numbers using tens and ones charts.
Work on Numbers in Base Ten project
7/12 Thursday Learning Target:
Understand that two digits of a 2-‐digit number represent amounts of tens and ones.
•Count up to 120 from any given number
•Compare numbers using less than, greater than and equal to
•Order numbers using tens and ones charts.
Present Numbers in Base Ten project
7/16 Monday
Learning Target: Tell & write time in hours & half-‐hours using analog and digital clocks
• Tell time to the nearest hour and half-‐hour
7/17 Tuesday
Learning Target: Tell & write time in hours & half-‐hours using analog and digital clocks
• Tell time to the nearest hour and half-‐hour
•Write time in hours and half-‐ hours
7/18 Wednesday
Learning Target: Tell & write time in hours & half-‐hours using analog and digital clocks
• Tell time to the nearest hour and half-‐hour •Write time in hours and
half-‐hours •
7/19 Thursday Learning Target: Order three objects by length;
•Compare the length of two objects indirectly by using a third object •Write time in hours and
Introduce Measurement and
Data Project Work on Measurement and Data Project Work on Measurement and Data Project Work on Measurement and Data Project 7/23 Monday
Learning Target: Distinguish between defining attributes vs. non-‐defining attributes of shapes
•Build and draw shapes to possess defining attributes.
Present Measurement and Data Project
7/24 Tuesday
Learning Target: Distinguish between defining attributes vs. non-‐defining attributes of shapes
•Build and draw shapes to possess defining attributes.
Introduce Geometry Project
7/25 Wednesday
Learning Target: Distinguish between defining attributes vs. non-‐defining attributes of shapes
•Build and draw shapes to possess defining attributes.
Work on Geometry Project
7/26 Thursday Learning Target:
Distinguish between defining attributes vs. non-‐defining attributes of shapes
•Build and draw shapes to possess defining
attributes.
Work on Geometry Project
7/30 Monday
Learning Target: Distinguish between defining attributes vs. non-‐defining attributes of shapes
• Build and draw shapes to possess defining attributes.
Work on Geometry Project
7/31 Tuesday
Post Test 8/1 Wednesday Learning Target: Distinguish between defining attributes vs. non-‐defining attributes of shapes
• Build and draw shapes to possess defining attributes.
Present Geometry Project
8/2 Thursday Review
Close down procedures. HAVE A GOOD SUMMER
6/19 Tuesday
In-‐service-‐ No students
6/20 Wednesday
Start up procedures, introduce activities or centers. Personal assessment of students.
6/21 Thursday
Solve (+,-‐)story problems. Select and apply problem-‐solving strategies. Know basic addition facts to 20.
Introduce OA project. 6/25 Monday
District Pretest!
Solve simple story problems. Select and apply problem-‐solving strategies. Know basic addition facts to 20. ** Money practice! (all week): Making change and
counting coin combinations. Work on OA project.
6/26 Tuesday District Pretest!
Solve simple story problems. Select and apply problem-‐ solving strategies. Know basic addition facts to 20.Determine odd/even groups and numbers! Work on OA project.
6/27 Wednesday
Solve simple story problems. Select and apply problem-‐ solving strategies. Know basic addition facts to 20.
Determine addition within rect. Arrays!
Work on OA project.
6/28 Thursday
Solve simple story problems. Select and apply problem-‐ solving strategies. Know basic addition facts to 20.
OA Project due.
** Present projects to class!
7/2 Monday
Telling Time practice. Solve simple story problems. Select and apply problem-‐solving strategies. Know basic addition facts to 20.
** Could also do more into to multiplication!
7/3 Tuesday
Telling Time practice. Solve simple story problems. Select and apply problem-‐ solving strategies. Know basic addition facts to 20.
7/4 Wednesday 4th of July
No School
7/5 Thursday No School
7/9 Monday
Solve simple story problems. Select and apply problem-‐solving strategies. Know basic addition facts to 20. Understand Place Value ones through hundreds, make numeric comparisons, addition/subtraction and
problem solving using double and triple digit numbers (with
regrouping).
Begin NBT Project
7/10 Tuesday
Solve simple story problems. Select and apply problem-‐ solving strategies. Know basic addition facts to 20. Understand Place Value ones through
hundreds, make numeric comparisons,
addition/subtraction and problem solving using double and triple digit numbers (with regrouping).
7/11 Wednesday
Solve simple story problems. Select and apply problem-‐ solving strategies. Know basic addition facts to 20. Understand Place Value ones through
hundreds, make numeric comparisons,
addition/subtraction and problem solving using double and triple digit numbers (with regrouping).
7/12 Thursday
Solve simple story problems. Select and apply problem-‐ solving strategies. Know basic addition facts to 20. Understand Place Value ones through
hundreds, make numeric comparisons,
Work on NBT Project Work on NBT Project NBT Project due (present) 7/16 Monday
Recognize, identify and draw shapes having specified attributes (vertices, faces, and sides), cut shapes into equal fractions (half, third, etc.) and manipulate shapes with problem solving strategies.
Begin Geo Project
7/17 Tuesday
Recognize, identify and draw shapes having specified attributes (vertices, faces, and sides), cut shapes into equal fractions (half, third, etc.) and manipulate shapes with problem solving strategies.
Work on Geo Project
7/18 Wednesday
Recognize, identify and draw shapes having specified attributes (vertices, faces, and sides), cut shapes into equal fractions (half, third, etc.) and manipulate shapes with problem solving strategies.
Work on Geo Project
7/19 Thursday
Recognize, identify and draw shapes having specified attributes (vertices, faces, and sides), cut shapes into equal fractions (half, third, etc.) and manipulate shapes with problem solving strategies.
Geo Project due (present)
7/23 Monday
Practice Measurement using appropriate tools and units, estimation, comparisons, addition and subtraction, and number lines. (graphing can be included!)
Begin MD Project
7/24 Tuesday
Practice Measurement using appropriate tools and units, estimation, comparisons, addition and subtraction, and number lines. (graphing can be included!)
Work on MD Project
7/25 Wednesday
Practice Measurement using appropriate tools and units, estimation, comparisons, addition and subtraction, and number lines. (graphing can be included!)
Work on MD Project
7/26 Thursday
Practice Measurement using appropriate tools and units, estimation, comparisons, addition and subtraction, and number lines. (graphing can be included!)
MD Project due (present)
7/30 Monday District Post-‐test
Wrap up and project loose ends, Review basic facts and prep for 3rd grade.
Review money and Time!
7/31 Tuesday District Post-‐test
Wrap up and project loose ends, Review basic facts and prep for 3rd grade.
Review Geometry and Fractions!
8/1 Wednesday Wrap up activities-‐ Consider presenting projects to others and parents.
8/2 Thursday
Wrap up activities-‐ Review basic facts and prep for 3rd grade! Close-‐down
procedures.
Have a good summer!
Projects:
1. Operations and Algebraic Thinking-‐ 2. Numbers and Operations in Base Ten – 3. Geometry -‐
PRE-‐TEST
Start-‐up procedures, Introduce Centers
Learning Targets:
• Communicate
connections among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record
strategies for addition and subtraction problems
• Use mental strategies based on an
understanding of place value, properties of operations, and knowledge of
multiplication to find products
• Count by 10s and 100s
Learning Targets:
• Communicate
connections among the four operations
• Communicate sums,
differences, products, and quotients
• Model and record
strategies for addition and subtraction problems
• Use mental
strategies…to find products
• Count by 10s and 100s
• Determine what is
halfway between two multiples of 10 or 100
• Round to the nearest 10
or 100
• Use place value and
reasoning to justify solutions to rounding problems
Learning Targets:
• Communicate
connections among the four operations
• Communicate sums,
differences, products, and quotients
• Model and record
strategies for addition and subtraction problems
• Use mental
strategies…to find products
• Determine what is halfway between two multiples of 10 or 100
• Round to the nearest 10
or 100
• Use place value and
reasoning to justify solutions to rounding problems
Learning Targets:
• Communicate
connections among the four operations
• Communicate sums,
differences, products, and quotients
• Model and record
strategies for addition and subtraction problems
• Use mental
strategies…to find products
• Determine what is halfway between two multiples of 10 or 100
• Round to the nearest 10
or 100
• Use place value and
reasoning to justify solutions to rounding problems
Day 6
Learning Targets:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction
Day 7
Learning Targets:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction
Day 8
Learning Targets:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction
Day 9
Learning Targets:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Write fractions that
correspond to a pictorial or physical model
• Communicate the
relationship between models of fractions and the corresponding written fraction
problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Create models of fractions that correspond to fractions written in the form a/b
• Represent, explain, and
justify fractions in the form a/b on a number line
• Communicate the
relationship between models of fractions and the corresponding written fraction
problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Create models of fractions that correspond to fractions written in the form a/b
• Represent, explain, and
justify fractions in the form a/b on a number line
• Communicate the
relationship between models of fractions and the corresponding written fraction
problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Generate simple equivalent fractions using visual models
• Communicate the
relationship between models of fractions and the corresponding written fraction
Day 10
Learning Targets:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Communicate the
relationship between models of fractions and the
Day 11
Learning Target:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Communicate the
relationship between models of fractions and the
Day 12
Learning Targets:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Communicate the
number in multiple ways as fractions and explain
• Represent the comparison of
fractions using <, >, and =
number in multiple ways as fractions and explain
• Represent the comparison of
fractions using <, >, and =
number in multiple ways as fractions and explain
• Represent the comparison of
fractions using <, >, and =
Day 13
Learning Target:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Read and write time to the
nearest minute
• Select and apply methods for
showing elapsed time to solve word problems
Day 14
Learning Target:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Read and write time to the
nearest minute
• Select and apply methods for
showing elapsed time to solve word problems
Day 15
Learning Target:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Choose and apply strategies
for organizing and recording data (picture, bar, line, pie)
• Read and interpret graphs of
data
• Form hypothesis based on the display of data
Day 16
Learning Target:
• Communicate connections
among the four operations
• Communicate sums,
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Use a variety of models and
representations (graph paper, algorithm, manipulatives) to solve measurement problems involving perimeter and area in polygons.
Day 17
Learning Target:
• Communicate connections
among the four operations
• Communicate sums,
Day 18
Learning Target:
• Communicate connections
among the four operations
• Communicate sums,
Day 19
Learning Target:
• Communicate connections
among the four operations
• Communicate sums,
Day 20
Learning Target:
• Communicate connections
among the four operations
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Use standard units and the
related tools to measure length to the nearest ¼ inch
• Organize and represent
length measurement data on a line plot
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Use symbols to represent
unknown quantities
• Write word problems
containing multiplication in context
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Use symbols to represent
unknown quantities
• Represent quantities and
operations physically, pictorially, or symbolically
• Write word problems containing multiplication in context
differences, products, and quotients.
• Model and record strategies
for addition and subtraction problems
• Use mental strategies based
on an understanding of place value, properties of operations, and knowledge of multiplication to find products
• Use reasoning and mental
computation strategies (powers of 10, math facts, rounding) and estimation to justify the reasonableness of the solutions.
Day 21
Learning Targets: Review basic facts and prep for Fourth grade.
Day 22
POST TEST Day 23 Learning Targets: Review basic facts and prep for Fourth grade.
Day 24
Learning Targets: Review basic facts and prep for Fourth grade.
Close-‐down procedures. Have a good summer!
6/19 Tuesday
Inservice-‐ No students
6/20 Wednesday PRE-‐TEST
Start-‐up procedures, Introduce Centers Introduce Project Fun at the carnival
6/21 Thursday
Learning Target
Solve multistep word problems
• Represent quantities and operations.
• Add, subtract, multiply, and divide numbers more than 2-‐ digit.
• Use symbols to represent unknown quantities.
• Estimate answers.
• Calculate elapsed time
for an event.
• Count money and
make change up to $20.
• Work on Operations and Algebraic Thinking project.
6/25 Monday
Learning Target
Solve multistep word problems, find all factor pairs for a whole number in the range 1-‐100
• Use models and reasoning to
determine all factors pairs for a number 1-‐1000
• Compute products and
quotients.
• Understand prime and
composite to classify.
• Practice addition,
subtraction, multiplication, and division facts.
• Calculate elapsed time for an
event.
• Count money and make
change up to $20.
• Work on Operations and
Algebraic Thinking project.
6/26 Tuesday
Learning Target
Solve multistep word problems. • Generate number or shape
patterns that follow a given rule.
• Indentify patterns and
explain the relationship.
• Add, subtract, multiply, and divide numbers more than 2-‐digits.
• Calculate elapsed time for
an event.
• Count money and make
change up to $20.
• Finish Operations and
Algebraic Thinking project.
6/27 Wednesday
Learning Target
Solve multistep word problems.
• Add, subtract, multiply, and divide numbers more than 2-‐digits.
• Represent quantities in a number of forms-‐ word, base-‐ten numerals and expanded form.
• Count by
10s,100s,1000s,10,000 s, ect.
• Work on Number in
Base Ten project.
6/28 Thursday
Learning Target
Solve multistep word problems.
• Determine what is
halfway between two consecutive multiples of powers of 10.
• Compare whole
numbers
• Add, subtract, multiply, and divide numbers more than 2-‐ digits.
• Use place value,
models, and reasoning to justify rounding problems and operations to find products.
Base Ten project.
7/2 Monday
Learning Target
Solve multistep word problems. • Use place value, models, and
reasoning to justify rounding problems.
• Work on place value and
operations to find products.
• Use place value models of
multiplication to justify solutions.
• Add, subtract, multiply, and divide numbers more than 2-‐digits.
• Work Number in Base Ten
project.
7/3 Tuesday
Learning Target
Solve multistep word problems. • Add, subtract, multiply, and
divide numbers more than 2-‐digits.
• Multiply a whole number of up to four digits.
• Multiply two 2-‐digit numbers.
• Find whole number quotients and remainders. • Finish Number in Base Ten
project.
7/4 Wednesday 4th of July
No School
7/5 Thursday No School
7/9 Monday
Learning Target
Solve multistep word problems. • Add, subtract, multiply, and
divide numbers more than 2-‐digits.
• Compare fractions and decimals.
• Solve addition subtraction, multiplication of fractions.
• Use decimal notation for fractions.
• Work on Numbers in Fractions project.
7/10 Tuesday
Learning Target
Solve multistep word problems • Add, subtract, multiply, and
divide numbers more than 2-‐digits.
• Compare fractions and decimals.
• Solve addition subtraction, multiplication of fractions.
• Use decimal notation for fractions.
• Work on Numbers in Fractions project.
.
7/11 Wednesday
Learning Target
Solve multistep word problems.
• Add, subtract, multiply, and divide numbers more than 2-‐digits.
• Compare fractions and decimals.
• Solve addition subtraction, multiplication of fractions.
• Use decimal notation for fractions.
• Work on Numbers in Fractions project.
7/12 Thursday
Learning Target
Solve multistep word problems.
• Add, subtract, multiply, and divide numbers more than 2-‐ digits.
• Compare fractions and decimals.
• Solve addition subtraction, multiplication of fractions.
• Use decimal notation for fractions.
• Finish Numbers in Fractions project.
2-‐digits.
• Use standard units and related tools to measure length to the nearest eighth inch.
• Measure data on a line plot • Recognize the relationships
among units within a system of measurement (metric length, time, standard mass, liquid volumes, ect). • Work on Measurement and
Data project.
2-‐digits.
• Use standard units and related tools to measure length to the nearest eighth inch.
• Measure data on a line plot • Recognize the relationships
among units within a system of measurement (metric length, time, standard mass, liquid volumes, ect).
• Work on Measurement and Data project.
•
and divide numbers more than 2-‐digits.
• Use standard units and
related tools to measure length to the nearest eighth inch. • Measure data on a line
plot
• Recognize the relationships among units within a system of measurement (metric length, time, standard mass, liquid volumes, ect).
• Work on Measurement and Data project.
•
multiply, and divide numbers more than 2-‐ digits.
• Use standard units
and related tools to measure length to the nearest eighth inch. • Measure data on a line
plot
• Recognize the relationships among units within a system of measurement (metric length, time, standard mass, liquid volumes, ect). • Finish Measurement
and Data project.
7/23 Monday
Learning Target
Solve multistep word problems. • Add, subtract, multiply, and
divide numbers more than 2-‐digits.
• Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines.
• Identify and draw 2-‐D geometric figures.
• Work on Geometry project.
7/24 Tuesday
Learning Target
Solve multistep word problems. • Add, subtract, multiply, and
divide numbers more than 2-‐digits.
• Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines.
• Identify and draw 2-‐D geometric figures.
Work on Geometry project.
7/25 Wednesday
Learning Target
Solve multistep word problems.
• Add, subtract, multiply, and divide numbers more than 2-‐digits.
• Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines.
• Identify and draw 2-‐D
geometric figures. • Work on Geometry
project.
7/26 Thursday
Learning Target
Solve multistep word problems.
• Add, subtract, multiply, and divide numbers more than 2-‐ digits.
• Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines.
• Identify and draw 2-‐D geometric figures.
Finish Geometry project.
Learning Targets: Review basic facts, previous lessons taught this summer, finish projects and prep for Fifth grade.
POST TEST
Learning Targets: Review basic facts, previous lessons taught this summer, finish projects and prep for Fifth grade.
Learning Targets: Review basic facts, previous lessons taught this summer, finish projects and prep for Fifth grade.
