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Ed. Ashley Schwenk 6th Grade Lisa Thames 7th Grade Robby Dinkins 8th Grade Heather Killian High School Susan Riley High School Rick Ertel High School Veronica Kirkpatrick High School (Sp Ed) Sharon Pool Director of Student Services Math Philosophy The student must appreciate that our technological society centers around mathematics; therefore, a basic knowledge of mathematics is critical to his/her survival.  He/she must be able to think clearly, and understand and interpret the problems of living in this society.  While one may live and function without possessing such skills, his or her vocational and personal endeavors can be severely limited.  It is therefore of utmost importance that each student attain a level of functional literacy in mathematics.  For although the machine can calculate, it is the individual who must supply the understanding, the ethical and social significance, and the scale values to determine and indicate the proper action. The curriculum must be comprehensive so that students learn the many aspects of mathematics and its applications, and perceive it as a necessary component of all the curricular areas.  The mathematics curriculum will 1) promote mathematical power for all in a technological society, 2) recognize mathematics as something one does- solve problems, communicate and reason, 3) include a broad range of content, and variety of contents and deliberate connections, 4) convey the learning of mathematics as an active, constructive process, 5) employ instruction based on real life situations, and 6) develop and utilize  evaluations and assessments as a means of improving instruction, learning, and programs, noting that assessments should be developed prior to the teaching in order to understand the focus.  The curriculum must also be articulated and a sequential, focused, and coherent manner from grades K-12.  This will emulate the Common Core Standards; which in turn will deepen understanding.  The goals will provide checkpoints through the process to prepare students for college and career readiness.  Also, this curriculum will support a student’s continuation of learning when relocation occurs within the United States.   Problem situations must keep pace with the mathematical and cultural maturity and experiences of the students and must tie into real world issues.  Situations should be sufficiently simple to be manageable, but sufficiently complex to provide for diversity in approach.  They should be amendable to the group being instructed, involve a variety of mathematical domains, and be open and flexible as to methodology.  Students should be problem solvers; being able to determine the most effective strategy.  They must also utilize higher level thinking skills.   The ultimate goal of instruction is directed toward developing mathematically literate individuals who actively utilize mathematics throughout their lives; who are able to explore, conjecture, and reason logically and independently; and who when sufficiently challenged by a common problem use a variety of mathematical methods effectively to solve it.  Each student deserves the best math education possible.  Using the growth mindset, teachers will continue to determine strategies to support students in order for them to find success in the real world.   Purposes The purposes of the mathematics curriculum are that all students will: Learn to value mathematics. Learn basic math facts in order to develop a solid foundation for math study.  This will lead to the understanding of math concepts and principles and will also build student confidence in math usage in the real world.   Become mathematical problem solvers, learn to reason mathematically and become prepared for assessments at all levels.   Learn to communicate mathematically verbally, via graphical models and in written form. Become college and career ready as defined through the “Common Core Eight Practices of Math”. Be ready for college level math as defined by the Parkland College Compass Test results. OUTCOMES AND OBJECTIVES KINDERGARTEN DomainClusterCounting and CardinalityKnow number names and the count sequence. Count to tell the number of objects Compare numbersOperations and Algebraic ThinkingUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking away fromNumber and Operations in Base TenWork with numbers 11-19 to gain foundations for place valueMeasurement and DataDescribe and compare measurable attributes Classify objects and count the number of objects in each categoryGeometryIdentify and describe shapes Analyze, compare, create, and compose shapes Domain: Counting and Cardinality ClusterKnow number names and the count sequence.Standard K.CC.1Count to 100 by ones and by tens.Local Objectives Read and write numerals to 10- Ch 4.5 Use “ten frames” to name quantities 20-30- Ch 7.6 Instructional Resources/Tools Teachers Manual Ten frames Books Calendar Time/Journal Math JournalAssessmentPre-Assessments Classroom AssessmentsFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year Standard K.CC.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).Local Objectives Understand number order/sequence Instructional Resources/Tools Number lines Calendar Time/JournalAssessmentPre-Assessments Classroom AssessmentsFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year Domain: Counting and Cardinality ClusterKnow number names and the count sequence.Standard K.CC.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects.Local Objectives Read and write numerals to 10- Ch 4.5 Use a number line to order numbers to 10- Ch 4.8 Use a number line to order numbers to 30- Ch 7.9 Count, recognize, represent, and name objects for 11-19- Ch 7.1-7.3 Recognize/write the numeral representing a quantity of 5- Ch 2.5, 2.6 Order a number of objects- Ch 2.9 Use numbers to name the quantities of 6-10- Ch 4.1, 4.2, 4.4 Instructional Resources/Tools Teachers Manual Number lines, number cards BooksAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year Domain: Counting and Cardinality ClusterCount to tell the number of objectsStandard K.CC.4Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Understand that each successive number name refers to a quantity that is one larger.Local Objectives Use one-to-one correspondence to make “equal sets”- Ch 2.1 Solve problems by using a model to count sets of objects- Ch 2.2 Use one-to-one correspondence to model/describe sets of 1-4- Ch 2.3 Solve problems by constructing a model to count sets of objects- Ch 2.8 Use numbers to describe in writing how many objects are in a set- Ch 2.7 Describe order of objects- Ch 4.9 Make and interpret a “tally table” to answer questions- Ch 5.6 Use tally marks (on a tally table) to connect numbers to quantities they represent Instructional Resources/Tools Teachers Manual Tally tables Books Math manipulatives Math journal Calendar time/journalAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year Domain: Counting and Cardinality ClusterCount to tell the number of objectsStandard K.CC.5Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Understand that each successive number name refers to a quantity that is one larger.Local Objectives Use one-to-one correspondence to make “equal sets”- Ch 2.1 Solve problems by using a model to count sets of objects- Ch 2.2 Use one-to-one correspondence to model/describe sets of 1-4- Ch 2.3 Solve problems by constructing a model to count sets of objects- Ch 2.8 Use numbers to describe in writing how many objects are in a set- Ch 2.7 Describe order of objects- Ch 4.9 Make and interpret a “tally table” to answer questions- Ch 5.6 Use tally marks (on a tally table) to connect numbers to quantities they represent Instructional Resources/Tools Teachers Manual Tally tables Books Math manipulatives/kits Activ Board Number linesAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year Domain: Counting and Cardinality ClusterCount to tell the number of objectsStandard K.CC.6Count 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; given a number from 1-20, count out that many objects.Local Objectives Use numbers to describe in writing how many objects are in a set- Ch 2.7 Count, recognize, represent, and name objects 11-19- Ch 7.1-7.3 Count sets of up to 30 objects- Ch 7.7 Use concrete objects to represent quantities- Ch 2.4 Use concrete objects to represent 10- Ch 4.3 Read and interpret a tally table- Ch 5.6 Answer simple questions by using a tally table- Ch 5.7 Instructional Resources/Tools Teachers Manual Tally table/graph Book Math Journals Math manipulatives/kitsAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year 3rd and 4th quarters Domain: Counting and Cardinality ClusterCompare numbersStandard K.CC.7Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.Local Objectives Use objects to compare sets up to 10- Ch 4.6 Use information from a graph to answer questions- Ch 5.3 Create a graph and interpret information to answer questions- Ch 5.5 Instructional Resources/Tools Teachers Manual Graphs/tally tables Book Number cards Number linesAssessmentPre-Assessments Classroom AssessmentsFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year 3rd & 4th quarters ClusterCompare numbersStandard K.CC.8Compare two numbers between 1 and 10 presented as written numerals.Local Objectives To be able to distinguish numbers and their representation/meaning Instructional Resources/Tools Number cards Number lines Ten frames Calendar time/journal Math JournalsAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year Domain: Operations and Algebraic Thinking ClusterUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking away from.Standard K.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.Local Objectives Use a “ten frame” to represent quantities (quantities up to 10)- Ch 4.3 Use a concrete graph (of real objects) to represent quantities- Ch 5.2 Use a picture graph to represent quantities- Ch 5.3 Create/duplicate patterns by using physical actions (i.e. clapping, snapping)- Ch 3.8 Identify and extend growing patterns- Ch 3.11 Construct and use graphs of real objects to answer questions- Ch 5.1, 5.2 Use information from a picture graph to answer questions- Ch 5.3 Construct picture graphs to answer questions- 5.4 Solve problems by using the strategy of “acting it out”- Ch 11.1 Use pennies to solve addition problems- Ch 11.8 Use concrete objects/construct a model to answer questions/interpret data- Ch. 2.8 Construct and use graphs of real objects to answer questions- Ch 5.1, 5.2 Use information from a picture graph to answer questions- Ch 5.3 Construct picture graphs to answer questions- Ch 5.4 Read and interpret a tally table graph- Ch. 5.6 Display the answer to a simple two-choice question by using a tally table graph- Ch 5.7 Use a picture to interpret data/solve problems- Ch 7.8 Construct and use graphs of real objects (in the school environment) to answer questions- Ch 5.1, 5.2 Create graphs to solve problems/answer questions about themselves, school, etc.- Ch 5.5 Instructional Resources/Tools Teachers Manual Ten frames Manipulatives/kits Picture graphs Tally tables Books Math JournalsAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year 4th Quarter Domain: Operations and Algebraic Thinking ClusterUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking away from.Standard K.OA.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.Local Objectives Apply and adapt a variety of appropriate strategies to solve problems (classifying objects)- Ch 1.8 Apply and adapt a variety of appropriate strategies to solve problems (constructing models to identify objects in a set)- Ch 2.8 Apply and adapt a variety of appropriate strategies to solve problems (acting out patterns with physical movement)- Ch. 3.8 Use data from a picture to answer questions- Ch. 7.8 Solve problems by drawing simple pictures- Ch. 8.5 Solve problems by using the strategy of “acting it out”- Ch. 11.1 Use a picture to interpret data/solve problems- Ch. 7.8 Instructional Resources/Tools Teachers Manual Ten frames Manipulatives/kits Picture graphs Tally tables Books Math JournalsAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: 9 weeks 4th Quarter  Domain: Operations and Algebraic Thinking ClusterUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking away from.Standard K.OA.3Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1)Local Objectives Complete simple addition stories- Ch. 11.6 Complete simple subtraction stories- Ch 12.6 Instructional Resources/Tools Teachers Manual Math journals Math manipulatives/kits BooksAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly AssessmentPacing: 9 weeks 4th Quarter  Domain: Operations and Algebraic Thinking ClusterUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking away from.Standard K.OA.4For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.Local Objectives To understand when given a set of 10 objects the number combinations that can be made to equal 10. Instructional Resources/Tools Calendar time/journal Number lines Math manipulatives/kit Math journalAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: 9 weeks 4th quarter Standard K.OA.5Fluently add and subtract within 5.Local Objectives Represent an additional pattern of one or more in addition sentences- Ch 11.5 Complete simple addition stories- Ch 11.6 Represent a number pattern of one less in subtraction sentences- Ch 12.5 Complete simple subtraction stories- Ch 12.6 Instructional Resources/Tools Teachers Manual Math manipulatives/kits Math journalsAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: 9 weeks 4th Quarter Domain: Numbers and Operations in Base Ten ClusterWork with numbers 11-19 to gain foundations for place value.Standard K.NBT.1Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.Local Objectives To understand the beginning of our base ten math. To understand the value of the tens place. To understand that a group of ten and ones creates a number. Instructional Resources/Tools Ten Frames Number lines Math manipulatives/kits Math journals Calendar time/journalAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly AssessmentPacing: all year 3rd & 4th quarter Domain: Measurement and Data ClusterDescribe and compare measurable attributes.Standard K.MD.1Describe measureable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.Local Objectives Explore objects by weight- Ch 9.7 Explore concept of “capacity”- Ch 9.5 Use a scale or balance to explore weight- Ch 9.7 Sort objects according to the attribute of color- Ch 1.2 Sort objects according to the attribute of size- Ch 1.3 Sort objects according to the attribute of shape- Ch 1.4 Sort and classify objects in more than one way (color, size, shape)- Ch 1.5 Instructional Resources/Tools Teachers Manual Math Manipulatives/kit Scales Measuring Tools BooksAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly Reports Pacing: 4 weeks 4th quarter Domain: Measurement and Data ClusterDescribe and compare measurable attributes.Standard K.MD.2Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.Local Objectives Construct models to compare sets of objects- Ch 4.7 Compare objects by length- Ch 9.1 Order objects by length- Ch 9.2 Compare and order objects by weight- Ch 9.8 Compare and order the capacity of three containers- Ch 9.6 Use time to compare events according to duration- Ch 10.8 Estimate measurement and compare to actual- Ch. 9.4 Use estimation to answer questions about weight- Ch 9.10 Instructional Resources/Tools Teachers Manual Math Manipulatives/kit Scales Measuring Tools BooksAssessmentPre-Assessments Classroom AssessmentsFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: 4 weeks 4th Quarter Domain: Measurement and Data ClusterClassify objects and count the number of objects in each category.Standard K.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)Local Objectives Sort objects according to the attribute of color- Ch 1.2 Sort objects according to the attribute of size- Ch 1.3 Sort objects according to the attribute of shape- Ch 1.4 Sort and classify objects in more than one way (color, size, shape)- Ch 1.5 Sort objects into groups in order to construct a graph- Ch 1.9 Instructional Resources/Tools Teachers Manual Books Manipulatives/kits Math JournalsTeAssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year Domain: Geometry ClusterIdentify and describe shapes.Standard K.G.1Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.Local Objectives Sort and classify objects according to shape- Ch 1.4 Identify and describe real-life objects or models of three-dimensional geometric figures- Ch 6.1 Compare solid figures by common attributes- Ch 6.2 Identify plane figures on solids- Ch 6.3 Identify and describe two-dimensional geometric figures- Ch 6.4 Compare two-dimensional geometric figures by common attributes- Ch 6.1, 6.4 Identify lines of symmetry in simple figures and construct symmetrical figures using various concrete materials- Ch 6.7 Place an object in a specified position, such as, “above, below, over, and under”- Ch 3.1 Use language such as “beside, next to, and between” to describe the position of one object in relation to another- Ch 3.2 Describe the position of objects using the terms “in front of” and “behind”- Ch 3.3 Use language such as “inside” and “outside” to describe the position of one object in relation to another Instructional Resources/Tools Teachers Manual Books Calendar time/journal Math Journals Manipulatives/kits AssessmentPre-Assessments Classroom AssessmentsFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year 2nd, 3rd & 4th Quarter Domain: Geometry ClusterIdentify and describe shapes.Standard K.G.2Correctly name shapes regardless of their orientations or overall size.Local Objectives Identify and describe real-life objects or models of three-dimensional geometric figures- Ch 6.1 Identify plane figures on solids- Ch 6.3 Identify and describe two-dimensional geometric figures- Ch 6.4 Instructional Resources/Tools Teachers Manual Books Calendar time/journal Math Journals Manipulatives/kits AssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year Domain: Geometry ClusterIdentify and describe shapes.Standard K.G.3Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)Local Objectives Identify and describe real-life objects or models of three-dimensional geometric figures- Ch 6.1 Identify and describe two-dimensional geometric figures- Ch 6.4 Instructional Resources/Tools Teachers Manual Books Calendar time/journal Math Journals Manipulatives/kits Models AssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: 4 weeks (all year assessment)  Domain: Geometry ClusterAnalyze, compare, create, and compose shapes.Standard K.G.4Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners”) and other attributes (e.g., having sides of equal length).Local Objectives Identify and describe real-life objects or models of three-dimensional geometric figures- Ch 6.1 Compare solid figures by common attributes (roll, stack, slide, etc)- Ch 6.2 Identify plane figures on solids (circle, square, rectangle, triangle)- Ch 6.3 Identify and describe two-dimensional geometric figures (circle, square, rectangle, triangle)- Ch 6.4 Compare two-dimensional geometric figures by common attributes (corner, side, curve, etc)- Ch 6.5 Identify and describe characteristics, similarities, and differences of geometric shapes- Ch 6.1, 6.4 Instructional Resources/Tools Teachers Manual Books Calendar time/journal Math Journals Manipulatives/kits Models AssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: 8 weeks 3rd & 4th Quarter Domain: Geometry ClusterAnalyze, compare, create, and compose shapes.Standard K.G.5Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.Local Objectives To be able to identify, draw, describe and create plane (2D) and solid (3D) shapes. Instructional Resources/Tools Books Calendar time/journal Math Journals Manipulatives/kits Models AssessmentPre-Assessments Classroom AssessmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: 8 weeks 3rd & 4th Quarter Standard K.G.6Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”Local Objectives To be able to recognize the relationship between shapes. To understand the putting shapes together can not only create a larger shape but a new shape. Instructional Resources/Tools Books Math Journals Manipulatives/kits AssessmentPre-Assessments Classroom AsssesmentFormative Assessments Classroom/Progress ReportsSummative Assessments Quarterly ReportsPacing: all year FIRST GRADE DomainClusterOperations and Algebraic ThinkingRepresent and solve problems involving addition and subtraction Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20 Work with addition and subtraction equationsNumber and Operations in Base TenExtend the counting sequence Understand place value Use place value understanding and properties of operations to add and subtract.Measurement and DataMeasure lengths indirectly and by iterating length units Tell and write time Represent and interpret dataGeometry Reason with shapes and their attributes Domain: Operations and Algebraic Thinking ClusterRepresent and solve problems involving addition and subtraction.Standard 1.OA.1Use 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, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.Local Objectives Use pictures to “add to” and find sums. Lesson 1.1 Use concrete objects to solve “adding to” addition problems. Lesson 1.2 Use concrete objects to solve “putting together” addition problems. Lesson 1.3 Solve adding to and putting together situations using the strategy make a model. Lesson 1.4 Model and record all the ways to put together numbers within 10. Lesson 1.7 Use pictures to show “taking from” and find differences. Lesson 2.1 Use concrete objects to solve “taking from” subtraction problems. Lesson 2.2 Use concrete objects to solve “taking apart” subtraction problems. Lesson 2.3 Solve taking from and taking apart subtraction problems using the strategy make a model. Lesson 2.4 Model and compare groups to show the meaning of subtraction. Lesson 2.6 Model and record all of the ways to take apart numbers within 10. Lesson 2.8 Solve subtraction problem situations using the strategy act it out. Lesson 4.6 Solve addition and subtraction problem situations using the strategy make a model. Lesson 5.1 Choose an operation and strategy to solve an addition or subtraction word problem. Lesson 5.7 Instructional Resources/Tools Go Math workbook Chapters; 1, 2, 4, & 5AssessmentPre-Assessments Show what you Know Formative Assessments Mid-Chapter checkpoints Summative Assessments Review/TestPacing: 16 days Domain: Operations and Algebraic Thinking Standard 1.OA.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problemLocal Objectives Solve adding to and putting together situations using the strategy draw a picture. Lesson 3.12 Instructional Resources/Tools Go Math workbook Chapter 3AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 2 days ClusterUnderstand and apply properties of operations and the relationship between addition and subtraction.Standard 1.OA.3Apply properties of operations as strategies to add and subtract. Examples: If 8+3=11 is known, then 3+8=11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.)Local Objectives Understand and apply the Additive Identity Property for Addition. Lesson 1.5 Explore the Commutative Property of Addition. Lesson 1.6 Understand and apply the Commutative Property of Addition for sums within 20. Lesson 3.1 Use the Associative Property of Addition to add three addends. Lesson 3.10 Understand and apply the Associative Property or Commutative Property of Addition to add three addends. Lesson 3.11 Instructional Resources/Tools Go Math workbook Chapters; 1 & 3AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 6 days Domain: Operations and Algebraic Thinking Standard 1.OA.4Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.Local Objectives Recall addition facts to subtract numbers within 20. Lesson 4.2 Use addition as a strategy to subtract numbers within 20. Lesson 4.3 Instructional Resources/Tools Go Math workbook Chapter 4AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 4 days ClusterAdd and subtract within 20.Standard 1.OA.5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).Local Objectives Use count on 1, 2, or 3 as a strategy to find sums within 20. Lesson 3.2 Use count back 1, 2, or 3 as a strategy to subtract. Lesson 4.1 Instructional Resources/Tools Go Math workbook Chapters; 3 & 4AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 4 days Domain: Operations and Algebraic Thinking Standard 1.OA.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).Local Objectives Build fluency for addition within 10. Lesson 1.8 Build fluency for subtraction within 10. Lesson 2.9 Use count on 1,2, or 3 as a strategy to find sums within 20. Lesson 3.2 Use doubles as a strategy to solve addition facts with sums within 20. Lesson 3.3 Use doubles to create equivalent but easier sums. Lesson 3.4 Use doubles plus 1 and doubles minus 1 as strategies to find sums within 20. Lesson 3.5 Use the strategies count on, doubles, doubles plus 1, and doubles minus 1 to practice addition facts within 20. Lesson 3.6 Use a ten frame to add 10 and an addend less than 10. Lesson 3.7 Use make a ten as a strategy to find sums within 20. Lesson 3.8 Use numbers to show how to use the make a ten strategy to add. Lesson 3.9 Use the Associative Property of Addition to add three addends. Lesson 3.10 Understand and apply the Associative Property or Commutative Property of Addition to add three addends. Lesson 3.11 Solve adding to and putting together situations using the strategy draw a picture. Lesson 3.12 Use count back 1,2, or 3 as a strategy to subtract. Lesson 4.1 Use make a 10 as a strategy to subtract. Lesson 4.4 Subtract by breaking apart to make a ten. Lesson 4.5 Record related facts within 20. Lesson 5.2 Identify related addition and subtraction facts within 20. Lesson 5.3 Apply the inverse relationship of addition and subtraction. Lesson 5.4 Use related facts to determine unknown numbers. Lesson 5.5 Use a related fact to subtract. Lesson 5.6 Choose an operation to solve an addition or subtraction word problem. Lesson 5.7 Represent equivalent forms of numbers using sums and differences within 20. Lesson 5.8 Determine if an equation is true or false. Lesson 5.9 Add and subtract facts within 20 and demonstrate fluency for addition & subtraction within 10. Lesson 5.10 Add and subtract within 20. Lesson 8.1 Add and subtract within 100, including continued practice with facts within 20. Lesson 8.9  Domain: Operations and Algebraic Thinking Instructional Resources/Tools Go Math workbook Chapters; 1,2,3,4,5 & 8AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 29 days ClusterWork with addition and subtraction equations.Standard 1.OA.7Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.Local Objectives Determine if an equation is true or false. Lesson 5.9 Instructional Resources/Tools Go Math workbook Chapter 5AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 3 days Domain: Operations and Algebraic Thinking Standard 1.OA.8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ?’  3, 6 + 6 = ?’.Local Objectives Compare pictorial groups to understand subtraction. Lesson 2.5 Model and compare groups to show the meaning of subtraction. Lesson 2.6 Identify how many are left when subtracting all or 0. Lesson 2.7 Use count on 1,2, or 3 as a strategy to find sums within 20. Lesson 3.2 Use doubles as a strategy to solve addition facts with sums within 20. Lesson 3.3 Use doubles to create equivalent but easier sums. Lesson 3.4 Use doubles plus 1 and doubles minus 1 as strategies to find sums within 20. Lesson 3.5 Use the strategies count on, doubles, doubles plus 1, and doubles minus 1 to practice addition facts within 20. Lesson 3.6 Use a ten frame to add 10 and an addend less than 10. Lesson 3.7 Use make a ten as a strategy to find sums within 20. Lesson 3.8 Use numbers to show how to use the make a ten strategy to add. Lesson 3.9 Use count back 1,2, or 3 as a strategy to subtract. Lesson 4.1 Recall addition facts to subtract numbers within 20. Lesson 4.2 Use addition as a strategy to subtract numbers within 20. Lesson 4.3 Use make a 10 as a strategy to subtract. Lesson 4.4 Subtract by breaking apart to make a ten. Lesson 4.5 Record related facts within 20. Lesson 5.2 Identify related addition and subtraction facts within 20. Lesson 5.3 Apply the inverse relationship of addition and subtraction. Lesson 5.4 Use related facts to determine unknown numbers. Lesson 5.5 Use a related fact to subtract. Lesson 5.6 Use symbols for is less than “<”, is greater than “>”, and is equal to “=” to compare numbers. Lesson 7.3 Instructional Resources/Tools Go Math workbook Chapters; 2,3, 4, 5& 7AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 24 days Domain: Numbers and Operations in Base Ten ClusterExtend the counting sequence.Standard 1.NBT.1Count 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.Local Objectives Count by ones to extend a counting sequence up to 120. Lesson 6.1 Count by tens from any number to extend a counting sequence up to 120. Lesson 6.2 Read and write numerals to represent a number of 100 to 110 objects. Lesson 6.9 Read and write numerals to represent a number of 110 to 120 objects. Lesson 6.10 Instructional Resources/Tools Go Math workbook Chapter 6 AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 6 days ClusterUnderstand place value.Standard 1.NBT.2Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).Local Objectives Use models and write to represent equivalent forms of ten and ones. Lesson 6.3 Use objects, pictures, and numbers to represent a ten and some ones. Lesson 6.4 Use objects, pictures, and numbers to represent tens. Lesson 6.5 Group objects to show numbers to 50 as tens and ones. Lesson 6.6 Group objects to show numbers to 100 as tens and ones. Lesson 6.7 Solve problems using the strategy make a model. Lesson 6.8 Instructional Resources/Tools Go Math workbook Chapter 6AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 8 days Domain: Number and Operations in Base Ten ClusterUnderstand place value.Standard 1.NBT.3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.Local Objectives Solve problems using the strategy make a model. Lesson 6.8 Model and compare two-digit numbers to determine which is greater. Lesson 7.1 Model and compare two-digit numbers to determine which is less. Lesson 7.2 Use symbols for is less than “<”, is greater than “>”, and is equal to “=” to compare numbers. Lesson 7.3 Solve problems using the strategy make a model. Lesson 7.4 Instructional Resources/Tools Go Math workbook Chapters; 6 & 7AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 7 days Domain: Number and Operations in Base Ten ClusterUse place value understanding and properties of operations to add and subtract.Standard 1.NBT.4Add 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, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.Local Objectives Draw a model to add tens. Lesson 8.2 Use a hundred chart to find sums. Lesson 8.4 Use concrete models to add ones or tens to a two-digit number. Lesson 8.5 Make a ten to add a two-digit number and a one-digit number. Lesson 8.6 Use tens and ones to add two-digit numbers. Lesson 8.7 Solve and explain two-digit addition word problems using the strategy draw a picture. Lesson 8.8 Add and subtract within 100, including continued practice with facts within 20. Lesson 8.9 Instructional Resources/Tools Go Math workbook Chapter 8AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 9 days Domain: Number Operations in Base Ten ClusterUse place value understanding and properties of operations to add and subtract.Standard 1.NBT.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.Local Objectives Identify numbers that are 10 less or 10 more than a given number. Lesson 7.5 Instructional Resources/Tools Go Math workbook Chapter 7AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 3 days Standard 1.NBT.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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. Local Objectives Draw a model to subtract tens. Lesson 8.3 Add and subtract within 100, including continued practice with facts within 20. Lesson 8.9 Instructional Resources/Tools Go Math workbook Chapter 8AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 4 days Domain: Measurement and Data ClusterMeasure lengths indirectly and by iterating length units.Standard 1.MD.1Order three objects by length; compare the lengths of two objects indirectly by using a third object.Local Objectives Order objects by length. Lesson 9.1 Use the Transitivity Principle to measure indirectly. Lesson 9.2 Instructional Resources/Tools Go Math workbook Chapter 9AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 4 days Standard 1.MD.2Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.Local Objectives Measure length using nonstandard units. Lesson 9.3 Make a nonstandard measuring tool to measure length. Lesson 9.4 Solve measurement problems using the strategy act it out. Lesson 9.5 Instructional Resources/Tools Go Math workbook Chapter 9AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 5 days Domain: Measurement and Data ClusterTell and write time.Standard 1.MD.3Tell and write time in hours and half-hours using analog and digital clocks.Local Objectives Write times to the hour shown on analog clocks. Lesson 9.6 Write time to the half hour shown on analog clocks. Lesson 9.7 Tell times to the hour and half hour using analog and digital clocks. Lesson 9.8 Use the hour hand to draw and write times on analog and digital clocks. Lesson 9.9 Instructional Resources/Tools Go Math workbook Chapter 9AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 6 days  ClusterRepresent and interpret data.Standard 1.MD.4Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.Local Objectives Analyze and compare data shown in a picture graph where each symbol represents one. Lesson 10.1 Make a picture graph where each symbol represents one and interpret the information. Lesson 10.2 Analyze and compare data shown in a bar graph. Lesson 10.3 Make a bar graph and interpret the information. Lesson 10.4 Analyze and compare data shown in a tally chart. Lesson 10.5 Make a tally chart and interpret the information. Lesson 10.6 Solve problem situations using the strategy make a graph. Lesson 10.7 Instructional Resources/Tools Go Math workbook Chapter 10AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 9 days Domain: Geometry ClusterReason with shapes and their attributes.Standard 1.G.1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); for a wide variety of shapes; build and draw shapes to possess defining attributes.Local Objectives Identify and describe three-dimensional shapes according to defining attributes. Lesson 11.1 Identify two-dimensional shapes on three-dimensional shapes. Lesson 11.2 Use defining attributes to sort shapes. Lesson 12.1 Describe attributes of two-dimensional shapes. Lesson 12.2 Instructional Resources/Tools Go Math workbook Chapters; 11 & 12AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 6 days Domain: Geometry Standard 1.G.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)Local Objectives Compose a new shape by combining three-dimensional shapes. Lesson 11.2 Use composite three-dimensional shapes to build new shapes. Lesson 11.3 Identify three-dimensional shapes used to build a composite shape using the strategy act it out. Lesson 11.4 Use objects to compose new two-dimensional shapes. Lesson 12.3 Compose a new shape by combining two-dimensional shapes. Lesson 12.4 Make new shapes from composite two-dimensional shapes using the strategy act it out. Lesson 12.5 Decompose combined shapes into shapes. Lesson 12.6 Decompose two-dimensional shapes into parts. Lesson 12.7 Instructional Resources/Tools Go Math workbook Chapters; 11 & 12AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 10 days Domain: Geometry ClusterReason with shapes and their attributes.Standard 1.G.3Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.Local Objectives Identify equal and unequal parts (or shares) in two-dimensional shapes. Lesson 12.8 Partition circles and rectangles into two equal shares. Lesson 12.9 Partition circles and rectangles into four equal shares. Lesson 12.10 Instructional Resources/Tools Go Math workbook Chapter 12AssessmentPre-Assessments Show what you knowFormative Assessments Mid-Chapter checkpointSummative Assessments Review/TestPacing: 5 days SECOND GRADE DomainClusterOperations and Algebraic ThinkingRepresent and solve problems involving addition and subtraction Add and subtract within 20 Work with equal groups of objects to gain foundations for multiplicationsNumber and Operations in Base TenUnderstand place value Use place value understanding and properties of operations to add and subtract.Measurement and DataMeasure and estimate lengths in standard units Relate addition and subtraction to length Work with time and money Represent and interpret dataGeometry Reason with shapes and their attributes Domain: Operations and Algebraic Thinking ClusterRepresent and solve problems involving addition and subtraction.Standard 2.OA.1Use 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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.Local Objectives Solve word problems using addition and subtraction- Ch 3, 4, 5, 6 Understand and use reasonable estimates to solve story problems- Ch 4, 5 Instructional Resources/Tools GO Math books and online tools, unifix cubes, tens frames, base ten blocksAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 8 days ClusterAdd and subtract within 20.Standard 2.OA.2Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.Local Objectives Learn the basic addition facts through 18- Ch 3 Learn the basic subtraction facts through 18- Ch 3 Instructional Resources/Tools GO Math books and online tools, ten frames, number linesAssessmentPre-Assessments “Show What You Know” or Form A Chapter 3 testFormative Assessments Independent work on practice pagesSummative Assessments Ch 3 testPacing: 7 days Domain: Operations and Algebraic Thinking ClusterWork with equal groups of objects to gain foundations for multiplication.Standard 2.OA.3Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.Local Objectives Understand and use reasonable estimates to solve story- Ch 1 Instructional Resources/Tools GO Math books and online tools, tens framesAssessmentPre-Assessments “Show What You Know” or Form A Ch 1 testFormative Assessments Independent work on practice pagesSummative Assessments Ch 1 testPacing: 2 days Standard 2.OA.4Use 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.Local Objectives Solve word problems using addition and subtraction- Ch 3, 4, 5, 6 Recognize patterns in shapes and numbers- Ch 1, 2, 11 Instructional Resources/Tools GO Math books and online tools, unifix cubesAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 2 days Domain: Numbers and Operations in Base Ten ClusterUnderstand place value.Standard 2.NBT.1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).Local Objectives Identify the one’s place in a given number- Ch 1, 2 Identify the ten’s place in a given number- Ch 1, 2 Identify the hundred’s place in a given number- Ch 1, 2 Instructional Resources/Tools GO Math books and online tools, base ten blocksAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Pacing: 5 days Standard 2.NBT.2Count within 1000; skip-count by 5s, 10s, and 100s.Local Objectives Count by tens- Ch 1, 2 Count by fives- Ch 1, 2 Instructional Resources/Tools GO Math books and online tools, hundreds chart, base ten blocksAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 2 days Domain: Numbers and Operations in Base Ten ClusterUnderstand place value.Standard 2.NBT.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.Local Objectives Ch 2 Instructional Resources/Tools GO Math books and online toolsAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 7 days Standard 2.NBT.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.Local Objectives Understand the terms and symbol for “greater than”- Ch 2 Understand the term and symbol for “less than”- Ch 2 Instructional Resources/Tools GO Math books and online tools, number lines, hundreds chartAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 2 days Domain: Numbers and Operations in Base Ten ClusterUse place value understanding and properties of operations to add and subtract.Standard 2.NBT.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.Local Objectives Compute two-digit addition without trading- Ch 4 Compute two-digit subtraction without trading- Ch 5 Learn to estimate 2 digit numbers to find the sum or difference- Ch 4, 5 Instructional Resources/Tools GO Math books and online tools, base ten blocksAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 11 days Standard 2.NBT.6Add up to four two-digit numbers using strategies based on place value and properties of operations.Local Objectives Compute four two-digit addition without trading- Ch 4 Compute four two-digit addition with trading- Ch 4 Instructional Resources/Tools GO Math books and online tools, base ten blocks AssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter 4 testPacing: 7 days Domain: Number and Operations in Base Ten ClusterUse place value understanding and properties of operations to add and subtract.Standard 2.NBT.7Add 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 subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.Local Objectives Compute three-digit addition with trading- Ch 6 Compute three-digit subtraction with trading- Ch 6 Instructional Resources/Tools GO Math books and online tools, base ten blocksAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testPacing: 10 days Standard 2.NBT.8Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.Local Objectives Ch 2- lessons 2.9, 2.10 Instructional Resources/Tools GO Math books and online tools, hundreds chartAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter 2 testPacing: 2 days Domain: Number Operations in Base Ten ClusterUse place value understanding and properties of operations to add and subtract.Standard 2.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) Local Objectives Show evidence that whole number computational results are correct and/or that estimates are responsible- Ch 4, 5 Instructional Resources/Tools GO Math books and online toolsAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 2 days Domain: Measurement and Data ClusterMeasure and estimate lengths in standard units.Standard 2.MD.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.Local Objectives Measure to the nearest inch- Ch 8 Measure to the nearest centimeter- Ch 9 Instructional Resources/Tools GO Math book and online tools, rulers, yard/meter sticks, measuring tapeAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 6 days Standard 2.MD.2Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.Local Objectives Measure the length of an object twice, using different units- Ch 8, 9 Relate the length measurements to the size of the units chosen- Ch 8, 9 Instructional Resources/Tools GO Math books and online tools, rulers, color tiles, paper clips, unifix cubesAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 2 days Domain: Measurement and Data ClusterMeasure and estimate lengths in standard units.Standard 2.MD.3Estimate lengths using units of inches, feet, centimeters, and meters.Local Objectives Estimate the length of a given figure- Ch 8 Instructional Resources/Tools GO Math books and online toolsAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 4 days Standard 2.MD.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.Local Objectives Measure the length of two objects using a standard unit- Ch 9 Find the difference in the lengths of the two objects- Ch 9 Instructional Resources/Tools GO Math books and online tools, rulersAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testPacing: 1 day Domain: Measurement and Data ClusterRelate addition and subtraction to length.Standard 2.MD.5Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.Local Objectives Ch 8, 9 Instructional Resources/Tools GO Math books and online tools AssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 2 days Standard 2.MD.6Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, … , and represent whole-number sums and differences within 100 on a number line diagram.Local Objectives Ch 8, 9 Instructional Resources/Tools GO Math books and online tools, rulersAssessmentPre-Assessments “Show What You Know” or Form A Chapter testsFormative Assessments Independent work on practice pagesSummative Assessments Chapter testsPacing: 2 days Domain: Measurement and Data ClusterWork with time and money.Standard 2.MD.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.Local Objectives Read and write the time to the hour- Ch 7 Read and write the time to the half-hour- Ch 7 Read and write the time to five-minute intervals- Ch 7 Understand elapsed time- Ch 7 Instructional Resources/Tools GO Math books and online tools, demonstration clock, student clocksAssessmentPre-Assessments “Show What You Know” or Form A Chapter 7 testFormative Assessments Independent work on practice pagesSummative Assessments Chapter 7 testPacing: 4 days Standard 2.MD.8Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?Local Objectives Compute simple math operations involving money- Ch 7 Count a variety of money amounts- Ch 7 Instructional Resources/Tools GO Math books and online tools, fake coins and dollarsAssessmentPre-Assessments “Show What You Know” or Form A Chapter 7 testFormative Assessments Independent work on practice pagesSummative Assessments Chapter 7 testPacing: 8 days Domain: Measurement and Data ClusterRepresent and interpret data.Standard 2.MD.9Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.Local Objectives Interpret data on a line plot- Ch 8 Instructional Resources/Tools GO Math books and online tools, rulersAssessmentPre-Assessments “Show What You Know” or Form A Chapter testFormative Assessments Independent work on practice pagesSummative Assessments Chapter testPacing: 2 days Standard 2.MD.10Draw a picture graph and a 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.Local Objectives Solve problems by using data from a graph- Ch 10 Read and interpret a simple graph- Ch 10 Instructional Resources/Tools GO Math books and online tools, graph paper AssessmentPre-Assessments “Show What You Know” or Form A Chapter 10 testFormative Assessments Independent work on practice pagesSummative Assessments Chapter 10 testPacing: 6 days Domain: Geometry ClusterReason with shapes and their attributes.Standard 2.G.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not compared by measuring.)Local Objectives Recognize a square- Ch 11 Recognize a rectangle- Ch 11 Recognize a circle- Ch 11 Recognize a triangle- Ch 11 Draw a named shape- Ch 11 Recognize solid figures- Ch 11 Recognize patterns in shapes- 11 Instructional Resources/Tools GO Math books and online tools, models of shapes, straight-edges, pattern blocksAssessmentPre-Assessments “Show What You Know” or Form A Chapter 11 testFormative Assessments Independent work on practice pagesSummative Assessments Chapter 11 testPacing: 5 days Standard 2.G.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.Local Objectives Find the area of a figure- Ch 11 Find the perimeter of a figure- Ch 11 Instructional Resources/Tools GO Math books and online tools, models of shapes, graph paper, rulersAssessmentPre-Assessments “Show What You Know” or Form A Chapter testFormative Assessments Independent work on practice pagesSummative Assessments Chapter 11 testPacing: 3 days Domain: Geometry ClusterReason with shapes and their attributes.Standard 2.G.3Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.Local Objectives Recognize figures divided into halves- Ch 11 Recognize figures divided into thirds- Ch 11 Recognize figures divided into fourths- Ch 11 Recognize figures divided into fifths- Ch 11 Recognize figures divided into sixths- Ch 11 Identify lines of symmetry in a given figure Instructional Resources/Tools GO Math books and online tools, models of shapes, graph paper AssessmentPre-Assessments “Show What You Know” or Form A Chapter testFormative Assessments Independent work on practice pagesSummative Assessments Chapter 11 testPacing: 4 days THIRD GRADE DomainClusterOperations and Algebraic ThinkingRepresent and solve problems involving multiplication and division Understand properties of multiplication and the relationship between multiplication and division Multiply and divide within 100 Solve problems involving the four operations, and identify and explain patterns in arithmeticNumber and Operations in Base TenUse place value understanding and properties of operations to perform multi-digit arithmeticNumber and Operations- FractionsDevelop understanding of fractions as numbersMeasurement and DataSolve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects Represent and interpret data Geometric measurement: understand concepts of area and relate area to multiplication and to addition Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measuresGeometryReason with shapes and their attributes Domain: Operations and Algebraic Thinking ClusterRepresent and solve problems involving multiplication and division.Standard 3.OA.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.Local Objectives Model and apply basic multiplication facts (up to 10x10), and apply them to related multiples of 10 (e.g., 3x4=12, 30x4=120) Instructional Resources/Tools GoMath - Ch. 3, 4, 5AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 34 days ClusterAdd and subtract within 20.Standard 3.OA.2Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.Local Objectives Model division by using equal groups and bar models Use repeated subtraction, s number line, or relating multiplication and division (fact families) to divide with whole numbers 0-10 Instructional Resources/Tools GoMath- Ch. 6, 7AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 28 days  Domain: Operations and Algebraic Thinking ClusterRepresent and solve problems involving multiplication and division.Standard 3.OA.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.Local Objectives Solve one and two-step problems involving whole numbers, fractions, and decimals using multiplication and division Write an expression to represent a given situation with a letter symbol representing the missing factor or unknown number. Instructional Resources/Tools GoMath-Ch. 5 (lesson 6), Ch. 6 (lesson 7,8)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 3 days Standard 3.OA.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.Local Objectives Solve simple number sentences Solve one-step multiplication and division equations that have a missing number or missing operations sign Solve word problems involving unknown quantities, using arrays number lines, fact families (related multiplication and division facts) to find an unknown factor. Instructional Resources/Tools GoMath-Ch. 3, 4, 5, 6, 7AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 62 days Domain: Operations and Algebraic Thinking ClusterUnderstand properties of multiplication and the relationship between multiplication and division.Standard 3.OA.5Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15 then 15 × 2 = 30, or by 5 × 2 = 10 then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.)Local Objectives Solve problems involving the multiplicative identity of one (e.g., 3x1=3) and the additive identity of zero (e.g., 3+0=3) Apply the Commutative Property, Associative Property, and Distributive Property of multiplication to find related products. Instructional Resources/Tools GoMath -Ch. 3 (lesson 6, 7), Ch. 4 (lesson 6), Ch. 5 (lesson 3)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 4 days ClusterUnderstand properties of multiplication and the relationship between multiplication and division.Standard 3.OA.6Understand division as an unknown-factor problem. For example, divide 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.Local Objectives Use models, arrays, and fact families to relate multiplication and division as inverse operations. Instructional Resources/Tools GoMath- Ch. 6 (lesson 7)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 13 days Domain: Operations and Algebraic Thinking ClusterMultiply and divide within 100.Standard 3.OA.7Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers.Local Objectives Model and apply basic multiplication facts (up to 10x10), and apply them to related multiples of 10 (e.g., 3x4=12, 30x40=120)- Use the inverse relationship between multiplication and division to complete basic fact sentences and solve problems (e.g., 5+3=8 and 8-3=__). Instructional Resources/Tools GoMath-Ch. 3, 4, 5, 6, 7 (Ch. 5 Lesson 4 and 5)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 55 days ClusterSolve problems involving the four operations, and identify and explain patterns in arithmetic.Standard 3.OA.8Solve 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. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)Local Objectives Solve one and two-step problems involving whole numbers, fractions, and decimals using addition, subtraction, multiplication, and division Write an expression to represent a given situation Represent simple mathematical relationships with number sentences (equations and inequalities) Show evidence that whole number computational results are correct and/or that estimates are responsible Make estimates appropriate to a given situation with whole numbers Instructional Resources/Tools GoMath- Ch. 1 (lessons 1, 2, 12), Ch. 2 (lesson 6), Ch. 3 (lesson 4), Ch. 4 (lesson 10), Ch. 5 (lesson 3), Ch. 6 (lesson 1), Ch. 7 (lessons 10, 11)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 10 days Domain: Operations and Algebraic Thinking ClusterSolve problems involving the four operations, and identify and explain patterns in arithmetic.Standard 3.OA.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Local Objectives Represent multiplication as repeated addition Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than) Determine a missing term in a pattern (sequence), describe a pattern (sequence), and extend a pattern (sequence) when given a description or pattern (sequence) Instructional Resources/Tools GoMath- Ch. 1 (lesson 1), Ch. 3 (lesson 2), Ch. 4 (lesson 7), Ch. 5 (lesson 1), Ch. 6 (lesson 5)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 5 days Domain: Numbers and Operations in Base Ten ClusterUse place value understanding and properties of operations to perform multi-digit arithmetic.Standard 3.NBT.1Use place value understanding to round whole numbers to the nearest 10 or 100.Local Objectives Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 10, 000. Use knowledge of place value to round numbers to both the tens and hundreds places. Instructional Resources/Tools GoMath- Ch. 1 (lesson 2, 3)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 2 days Standard 3.NBT.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.)Local Objectives Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 10,000. Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than/less than) Solve problems and number sentences involving addition and subtraction with regrouping Use the inverse relationships between addition and subtraction to complete basic fact sentences and solve problems (e.g., 5+3=8 and 8-3=__) Order and compare whole numbers up to 10,000 using symbols (>, <, or =) and words (e.g., greater (more) than, less than, equal to, between) Instructional Resources/Tools GoMath- Ch. 1AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 16 days Domain: Numbers and Operations in Base Ten ClusterUse place value understanding and properties of operations to perform multi-digit arithmetic.Standard 3.NBT.3Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.)Local Objectives Model and apply basic multiplication facts (up to 10x10), and apply them to related multiples of 10 (e.g., 3x4=12, 30x4=120) Instructional Resources/Tools GoMath- Ch. 5 (lesson 5)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 1 day Domain: Number and Operations- Fractions ClusterDevelop understanding of fractions as numbers.Standard 3.NF.1Understand 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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)Local Objectives Recognize a fraction represented with a pictorial model Explore and identify equal parts of a whole, both unit fractions (1/b) and a/b fractions by defining and finding numerators and denominators. Read, write, and model fractions that represent more than one part of a whole that is divided into equal parts. Instructional Resources/Tools GoMath- Ch. 8 and 9 (lessons 1, 3, 4)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 16 days Domain: Number and Operations- Fractions Standard 3.NF.2Understand a fraction as a number on the number line; represent fractions on a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.Local Objectives Identify and locate fractions of a whole on a number line split into equal parts (between 0 and 1 whole) Recognize a fraction represented with a pictorial model Determine the distance between two points on the number line in whole numbers and fractions Instructional Resources/Tools GoMath- Ch. 8 (lesson 5)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 13 days Domain: Number and Operations- Fractions ClusterDevelop understanding of fractions as numbers.Standard 3.NF.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3), Explain why the fractions are equivalent, e.g., by using a visual fraction model. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. Compare two fractions with the same numerator or the same denominator, by reasoning about their size, Recognize that valid comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.Local Objectives Recognize a fraction represented with a pictorial model Model and generate equivalent fractions by folding paper, using area models, number lines, and fraction strip models Relate fractions and whole numbers by expressing whole numbers as fractions (4/2 = 2 wholes) Compare fractions ( >, <, =) with either the same numerator or same denominator by using models and reasoning strategies such as drawing a reasonable fraction picture using parts of a whole. Instructional Resources/Tools GoMath- Ch. 9 (lessons 1-7)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 7 days Domain: Measurement and Data ClusterSolve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Standard 3.MD.1Tell 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, e.g., by representing the problem on a number line diagram.Local Objectives Read, write, and tell time on analog and digital clocks to the nearest minute. Solve problems involving simple elapsed time in compound units (e.g., hours, minutes, days) Solve problems involving simple unit conversions within the same measurement system for time Instructional Resources/Tools GoMath- Ch. 10 (lessons 1-5)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 5 days Standard 3.MD.2Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of “times as much.”)Local Objectives Calculate, compare, and convert length (including perimeter) weight/mass, and liquid volume within the customary and metric system (measuring length to the nearest half and fourth inch, liquid volume in liters, and mass in grams and kilograms) Compare estimated measures to actual measures taken with appropriate measuring instruments. Use the basic operations to solve one and 2 step problems using length, mass, and volume in the same unit of measurement. Instructional Resources/Tools GoMath- Ch. 10 (lesson 6-9)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd grade)Pacing: 3 days Domain: Measurement and Data ClusterSolve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Standard 3.MD.3Draw 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. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.Local Objectives Collect, organize, and describe data using pictures, tallies, tables, charts, or bar graphs Read and interpret data represented in a pictograph, bar graph, tally chart, or table Complete missing parts of a pictograph, bar graph, tally chart, or table for a given set of data Use data from a graph to solve one and 2 step problems Instructional Resources/Tools GoMath- Ch. 2AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd gradePacing: 11 days ClusterRepresent and interpret data.Standard 3.MD.4Generate 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.Local Objectives Select and use appropriate standard units and tools to measure length (to the nearest half or fourth inch or cm) Use collected measurement data to create a line plot of the lengths Instructional Resources/Tools GoMath- Ch. 2 (lesson 7- understanding line plots), Ch. 10 (lesson 6)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd gradePacing: 2 days Domain: Measurement and Data ClusterGeometric measurement: understand concepts of area and relate area to multiplication and to addition.Standard 3.MD.5Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.Local Objectives Explore perimeter and area as attributes of polygons and plane figures. Estimate and measure area of a plane shapes by modeling and counting unit squares using manipulative or graphing paper. Instructional Resources/Tools GoMath- Ch. 11, Ch. 12AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd gradePacing: 27 days Standard 3.MD.6Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).Local Objectives Determine perimeter and area using concrete materials (e.g., geoboards, square tiles, grids, and measurement instruments) Construct or draw figures with given perimeters and areas Solve problems involving the area of a figure when whole and half square units are shown within the figure Instructional Resources/Tools GoMath- Ch. 11 (lesson 4, 5, 6)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd gradePacing: 3 days Domain: Measurement and Data ClusterGeometric measurement: understand concepts of area and relate area to multiplication and to addition.Standard 3.MD.7Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Local Objectives Determine perimeter and area using concrete materials (e.g., geoboards, square tiles, grids, and measurement instruments) Solve problems involving the area of a figure when whole and half square units are shown within the figure (using strategies such as find a pattern) Predict the result of putting shapes together (composing) and taking them apart (decomposing) Apply the distributive property to area models to find the area of combined rectangles. Instructional Resources/Tools GoMath- Ch. 11 (lessons 4-10)Pre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd gradePacing: 6 days Domain: Measurement and Data Standard 3.MD.8Solve 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 area or with the same area and different perimeter.Local Objectives Determine perimeter and area using concrete materials (e.g., geoboards, square tiles, grids, and measurement instruments) Solve problems involving the perimeter of a polygon with given side lengths or a given non-standard unit (e.g., paperclip) Construct or draw figures with given perimeters and areas, including figures with the same area/different perimeters, and same perimeters/different areas using manipulatives and graph paper Instructional Resources/Tools GoMath- Ch. 11 (lessons 1, 2, 3)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd gradePacing: 3 days Domain: Geometry ClusterReason with shapes and their attributes.Standard 3.G.1Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.Local Objectives Build physical models of 2 and 3-dimensional shapes Describe angles and sides in polygons Identify, describe, and classify shapes with various attributes into defined categories i.e., quadrilaterals, triangles, closed figures, etc. Identify, describe, and sketch two-dimensional shapes (triangles, squares, rectangles, pentagons, hexagons, and octagons) according to the number of sides, length of sides, and number of vertices Identify parallel lines Identify congruent and similar figures by visual inspection Instructional Resources/Tools GoMath- Ch. 12AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd gradePacing: 13 days Domain: Geometry Standard 3.G.2Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part is 1/4 of the area of the shape.Local Objectives Using knowledge of fractions, divide shapes into parts with equal areas (using graph paper or manipulatives to prove area) Using knowledge of unit fractions, generate the given area of a fraction of the shape as part of the whole. Instructional Resources/Tools GoMath- Ch. 12 (lesson 9)AssessmentPre-Assessments Chapter Pre-test (TeachersPayTeachers GoMath packet- 3rd grade) Chapter Intro: Show What you Know and Vocab Builder pagesFormative Assessments Mid Chapter Checkpoint Assessment (textbook check page) Exit slips Chapter/Lesson “Quick Check” questions noted in the textbookSummative Assessments GoMath Chapter Test Post Test (TeachersPayTeachers GoMath packet- 3rd gradePacing: 1 days FOURTH GRADE DomainClusterOperations and Algebraic ThinkingUse the four operations with whole numbers to solve problems Gain familiarity with factors and multiples Generate and analyze patternsNumber and Operations in Base TenGeneralize place value understanding for multi-digit whole numbers Use place value understanding and properties of operations to perform multi-digit arithmeticNumber and Operations- FractionsExtend understanding of fractions equivalence and ordering Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers Understand decimal notation for fractions, and compare decimal fractionsMeasurement and DataSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit Represent and interpret data Geometric measurement: understand concepts of angle and measure anglesGeometry Draw and identify lines and angles, and classify shapes by properties of their lines and angles Domain: Operations and Algebraic Thinking ClusterUse the four operations with whole numbers to solve problems.Standard 4.OA.1Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equationsLocal Objectives Represent simple mathematical relationship with number sentences (equations and inequalities)- Instructional Resources/Tools Go Math Chapter 2 Lesson 1 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 2 Assessment 1Formative Assessments Rubric 4.OA.A.1Summative Assessments 4.OA.A.1-2 TestPacing: 2-3 days Standard 4.OA.2Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.Local Objectives Solve word problems involving unknown quantities Solve for the unknown in an equation with one operation Write an expression using letters or symbols to represent an unknown quantity Instructional Resources/Tools Go Math Chapter 2 Lesson 2 4th Grade Drive Documents: rubrics, lesson plan, and extra word problems. AssessmentPre-Assessments Go Math Chapter 2 Assessment 1Formative Assessments Rubric 4.OA.A.2 Summative Assessments 4.OA.A.1-2 Test Pacing: 4-5 days Domain: Operations and Algebraic Thinking ClusterUse the four operations with whole numbers to solve problems.Standard 4.OA.3Solve 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.Local Objectives Evaluate algebraic expressions with a whole number variable value (e.g., evaluate 3+m when m=4)- Write an expression using letters or symbols to represent an unknown quantity- Instructional Resources/Tools Go Math Chapter 2 Lessons 4, 8, 9, 10, 11 and 12. (one digit multiplication) 4th Grade Drive Documents: rubrics, lesson plan, assess the reasonableness problems and examples, and extra word problems. Go Math Chapter 3 Lesson 7 (2 digit multiplication) Go Math Chapter 4 Lesson 1, 3, 5, and 12 (division)AssessmentPre-Assessments Go Math Chapter 2 Assessment 1 Go Math Chapter 3 Assessment 1 Go Math Chapter 4 Assessment 1Formative Assessments Rubric 4.OA.A.3 pt 1 (multi-step word problems with equations, one digit whole numbers) Rubric 4.OA.A.3 pt 2 (reasonableness of the answers, one digit whole numbers) Rubric 4.OA.A.3 pt 1 (multi-step word problems with equations, two digit whole numbers) Rubric 4.OA.A.3 pt 2 (reasonableness of the answers, two digit whole numbers) Rubric 4.OA.A.3 pt 1 (multi-step word problems with equations, division) Rubric 4.OA.A.3 pt 2 (reasonableness of the answers, division)Summative Assessments 4.OA.A.3 and 4.NBT.B5 Test (one-digit whole number) 4.OA.A.3 and 4.NBT.B5 Test (two digit numbers) 4.OA.A.3 and 4.NBT.B.6 TestPacing: 7-9 days  Domain: Operations and Algebraic Thinking ClusterGain familiarity with factors and multiples.Standard 4.OA.4Find 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 given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.Local Objectives Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than)- Instructional Resources/Tools Go Math Chapter 5 Lessons 1, 2, 4 and 5. 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 5 Assessment 1Formative Assessments Rubric 4.OA.B.4 (Factor pairs) Rubric 4.OA.B.4 (Multiple and Factors) Rubric 4.OA.B.4 (Prime and Composite)Summative Assessments 4.OA.B.4 and 4.OA.B.5 TestPacing: 7-10 days Domain: Operations and Algebraic Thinking ClusterGenerate and analyze patterns.Standard 4.OA.5Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.Local Objectives Determine a missing term in a pattern (sequence), describe a pattern (sequence), and extend a pattern (sequence) when given a description or pattern (sequence)- Identify or represent situations with well-defined patterns using words, tables, and graphs (e.g., represent temperature and time in a line graph)- Instructional Resources/Tools Go Math Chapter 5 Lesson 6 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 5 Assessment 1Formative Assessments Rubric 4.OA.B.5Summative Assessments 4.OA.B.4 and 4.OA.B.5 TestPacing: 2 days Domain: Numbers and Operations in Base Ten ClusterGeneralize place value understanding for multi-digit whole numbers.Standard 4.NBT.1Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)Local Objectives Model and apply basic multiplication and division facts (up to 12 x 12), and apply them to related multiples of 10 (e.g., 3 x 9=27, 30 x 9=270, 6 ÷ 3=2, 600 ÷ 3= 200)- Instructional Resources/Tools Got Math Chapter 1 Lesson 1 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 1 Assessment 1Formative Assessments 4.NBT.1 RubricSummative Assessments 4.NBT.1, 4.NBT.2, and 4.NBT.3 TestPacing: 7-10 days Standard 4.NBT.2Read 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.Local Objectives Order and compare whole numbers up to 100,000- Instructional Resources/Tools Go Math Chapter 1 Lesson 2 and 3 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 1 Assessment 1Formative Assessments 4.NBT.2 Rubric (Write Numbers) 4.NBT.2 Rubric (Compare Numbers)Summative Assessments 4.NBT.1, 4.NBT.2, and 4.NBT.3 TestPacing: 7-10 days Domain: Numbers and Operations in Base Ten ClusterGeneralize place value understanding for multi-digit whole numbers.Standard 4.NBT.3Use place value understanding to round multi-digit whole numbers to any place.Local Objectives Make estimates appropriate to a given situation with whole numbers- Instructional Resources/Tools Go Math Chapter 1 Lesson 4 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 1 Assessment 1Formative Assessments 4.NBT.A.3 RubricSummative Assessments 4.NBT.1, 4.NBT.2, and 4.NBT.3 TestPacing: 2-3 days ClusterUse place value understanding and properties of operations to perform multi-digit arithmetic.Standard 4.NBT.4Fluently add and subtract multi-digit whole numbers using the standard algorithm. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)Local Objectives Solve one and two-step problems involving whole numbers and decimals using addition, subtraction, multiplication, and division- Ch 9, 10 Solve problems and number sentences involving addition and subtraction with regrouping and multiplication (up to three-digit by one-digit)- Ch 9 Instructional Resources/Tools Go Math Lessons 6 and 7 4th Grade Drive Documents: rubrics and lesson plan. Graph PaperAssessmentPre-Assessments Go Math Chapter 1 Assessment 1Formative Assessments 4.NBT.B4 Rubric (Addition) 4.NBT.B4 Rubric (Subtraction)Summative Assessments 4.NBT.B.4 TestPacing: 3-5 days Domain: Numbers and Operations in Base Ten ClusterUse place value understanding and properties of operations to perform multi-digit arithmetic.Standard 4.NBT.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-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.Local Objectives Solve problems and number sentences involving addition and subtraction with regrouping and multiplication (up to three-digit by one-digit)- Solve problems involving the commutative and distributive properties of operations on whole numbers (e.g., 8+7=7+8, 27x5=(20x5)+(7x5)- Explain operations and number properties including commutative, associative, distributive, transitive, zero, equality, and order of operations- Solve for the unknown in an equation with one operation Instructional Resources/Tools Go Math Chapter 2 Lessons 3-8, and 10-12. 4th Grade Drive Documents: rubrics and lesson plan. Go Math Chapter 3 Lessons 1-6.AssessmentPre-Assessments Go Math Chapter 2 Assessment 1 Go Math Chapter 3 Assessment 1Formative Assessments Rubric 4.NBT.B5 (one-digit whole number) Rubric 4.NBT.B5 (two digit numbers)Summative Assessments 4.OA.A.3 and 4.NBT.B5 Test (one-digit whole number) 4.OA.A.3 and 4.NBT.B5 Test (two digit numbers)Pacing: 10-14 days Standard 4.NBT.6Find whole-number quotients and remainders with up to 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 by using equations, rectangular arrays, and/or area models.Local Objectives Use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences and solve problems (e.g., 4x3=12, 12÷3=__)- Instructional Resources/Tools Go Math Chapter 4 Lessons 2, 4, 6-11AssessmentPre-Assessments Go Math Chapter 4 Assessment 1Formative Assessments 4.NBT.B.6 RubricSummative Assessments 4.OA.A.3 and 4.NBT.B.6 TestPacing: 8-14 days Domain: Number and Operations- Fractions ClusterExtend understanding of fraction equivalence and ordering.Standard 4.NF.1Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)Local Objectives Read, write, recognize, and model equivalent representations of fractions; divide regions or sets to represent a fraction- Instructional Resources/Tools Go Math Chapter 6 Lessons 1-3 4th Grade Drive Documents: rubrics and lesson plan. Fraction piecesAssessmentPre-Assessments Go Math Chapter 6 Assessment 1Formative Assessments 4.NF.A.1 Rubric (Recognize Equivalent Fractions) 4.NF.A.1 Rubric (Generate Equivalent Fractions)Summative Assessments 4.NF.A.1 and 4.NF.A.2 TestPacing: 3-4 days Standard 4.NF.2Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.Local Objectives Order and compare fractions having like denominators with or without models- Instructional Resources/Tools Go Math Chapter 6 Lessons 4, 6-7 4th Grade Drive Documents: rubrics and lesson plan. Fraction piecesAssessmentPre-Assessments Go Math Chapter 6 Assessment 1Formative Assessments 4.NF.A.2 Rubric (Common Numerators, Common Denominators, and Benchmark Fractions) 4.NF.A.2 Rubric (Valid Fraction Comparisons)Summative Assessments 4.NF.A.1 and 4.NF.A.2 TestPacing: 5-7 days Domain: Number and Operations- Fractions ClusterBuild fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.Standard 4.NF.3Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.Local Objectives Model situations involving addition and subtraction of fractions with like denominators- Instructional Resources/Tools Go Math Chapter 7 Lessons 1, 6-8, and 10 4th Grade Drive Documents: rubrics and lesson plan. Fraction piecesAssessmentPre-Assessments Go Math Chapter 7 Assessment 1Formative Assessments 4.NF.B.3A Rubric (Add and Subtract Fractions from the Same Whole) 4.NF.B.3B Rubric (Decompose Fractions) 4.NF.B.3B Rubric (Decompose Mixed Numbers) 4.NF.B.3C Rubric (Add Mixed Numbers) 4.NF.B.3C Rubric (Subtract Mixed Numbers) 4.NF.B.3D Rubric (Word Problems with Addition and Subtract of Fractions)Summative Assessments 4.NF.B Test All PartsPacing: 12-14 days Domain: Number and Operations- Fractions ClusterBuild fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.Standard 4.NF.4Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?Instructional Resources/Tools Go Math Ch. 8 Lesson 1-5 4th Grade Drive Documents: rubrics and lesson plan. Fraction piecesAssessmentPre-Assessments Go Math Chapter 8 Assessment 1Formative Assessments 4.NF.B.4A Rubric 4.NF.B.4B Rubric 4.NF.B.4C RubricSummative Assessments 4.NF.B.4 Test ALL PARTSPacing: 5-7 days Domain: Number and Operations- Fractions Standard 4.NF.5Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)Instructional Resources/Tools Go Math Ch. 9 Lesson 3 and 6 4th Grade Drive Documents: rubrics and lesson plan. Fraction pieces Decimal piecesAssessmentPre-Assessments Go Math Chapter 9 Assessment 1Formative Assessments 4.NF.C.5 RubricSummative Assessments 4.NF.C5,6,7 TestPacing: 2-4 days ClusterUnderstand decimal notation for fractions, and compare decimal fractions.Standard 4.NF.6Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100 ; describe a length as 0.62 meters; locate 0.62 on a number line diagram.Instructional Resources/Tools Go Math Ch. 9 Lesson 1, 2, and 4 4th Grade Drive Documents: rubrics and lesson plan. Fraction pieces Decimal pieces Valid Decimal Comparison Lesson PlanAssessmentPre-Assessments Go Math Chapter 9 Assessment 1Formative Assessments 4.NF.C6 RubricSummative Assessments 4.NF.C5,6,7 TestPacing: 4-8 days Domain: Number and Operations- Fractions Standard 4.NF.7Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.Local Objectives Order and compare decimals through hundredths- Instructional Resources/Tools Go Math Ch. 9 Lesson 7 4th Grade Drive Documents: rubrics and lesson plan. Fraction pieces Decimal piecesAssessmentPre-Assessments Go Math Chapter 9 Assessment 1Formative Assessments 4.NF.C7 Rubric Summative Assessments 4.NF.C5,6,7 TestPacing: 3-6 Days Domain: Measurement and Data ClusterSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.Standard 4.MD.1Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example: Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),…Local Objectives Select and use appropriate standard units and tools to measure length (to the nearest ½ inch or ½ cm), time, and temperature- Solve problems involving unit conversions within the same measurement system for time, length, and weight/mass Instructional Resources/Tools Go Math Lessons 1-4, 6-8, and 11 4th Grade Drive Documents: rubrics and lesson plan. Measurement Graphic OrganizersAssessmentPre-Assessments Go Math Chapter 12 Assessment 1Formative Assessments 4.MD.A.1 Rubric (Unit Relationships) 4.MD.A.1 Rubric (Measurement Equivalents)Summative Assessments 4.MD.A.1 and 4.MD.A.2 TestPacing: 4-5 days Domain: Measurement and Data ClusterSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.Standard 4.MD.2Use 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 expressing 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.Local Objectives Solve problems involving elapsed time in compound units (e.g., 1 hour and 40 minutes) that occur in same half day (a.m. only or p.m. only)- Solve problems involving the value of a collection of bills and coins whose total value is $100.00 or less, and make change- Solve addition, subtraction, multiplication, and division problems using currency- Calculate, compare, and convert length, perimeter, area, weight/mass, and volume within the customary and metric systems- Identify and locate whole numbers, halves, and fourths on a number line- Compare and estimate length (including perimeter), area, volume, and weight/mass using referents- Determine the volume of a solid figure that shows cubic units- Select and use appropriate standard units and tools to measure length (to the nearest ½ inch or ½ cm), time, and temperature- Instructional Resources/Tools Go Math Chapter 12 Lessons 7,9, and 10 4th Grade Drive Documents: rubrics and lesson plan. Elapsed time t-chartsAssessmentPre-Assessments Go Math Chapter 12 Assessment 1Formative Assessments 4.MD.A.2 Rubric (Liquid Volumes and Masses of Object) 4.MD.A.2 Rubric (Intervals of Time) 4.MD.A.2 Rubric (Distances and Money)Summative Assessments 4.MD.A.1, 4.MD.A.2 and 4.MD.B.4 TestPacing: 5-7 days Domain: Measurement and Data ClusterRepresent and interpret data.Standard 4.MD.3Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.Local Objectives Determine the volume of a solid figure that shows cubic units- Select and use appropriate standard units and tools to measure length (to the nearest ½ inch or ½ cm), time, and temperature- Instructional Resources/Tools Go Math Chapter 13 Lessons 1-5 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 13 Assessment 1Formative Assessments 4.MD.A.3 RubricSummative Assessments 4.MD.A.3 TestPacing: 3-6 days Standard 4.MD.4Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.Local Objectives Model situation involving addition and subtraction of fractions with like denominators- Graph, locate, identify points, and describe paths using ordered pairs (first quadrant)- Instructional Resources/Tools Go Math Chapter 12 Lesson 5 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 12 Assessment 1Formative Assessments 4.MD.B4 RubricSummative Assessments 4.MD.A.1, 4.MD.A.2 and 4.MD.B.4 TestPacing: 1-3 days Domain: Measurement and Data ClusterGeometric measurement: understand concepts of angle and measure angles.Standard 4.MD.5Geometric measurement: understand concepts of angle and measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.Local Objectives Identify, describe, and sketch two-dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to the number of sides, length of sides, number of vertices, and right angles- Identify and sketch right angles- Instructional Resources/Tools Go Math Chapter 11 Lessons 1-5 4th Grade Drive Documents: rubrics and lesson plan.AssessmentPre-Assessments Go Math Chapter 11 Assessment 1Formative Assessments 4.MD.C5a Rubric (Parts of Angles) 4.MD.C5b Rubric (Identifying Angles)Summative Assessments 4.MD.C5, 4.MD.C6, and 4.MD.C7 TestPacing: 3-5 days Standard 4.MD.6Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure unknown factor.Local Objectives Identify and sketch right angles- Instructional Resources/Tools Go Math Chapter 11 Lesson 3 4th Grade Drive Documents: rubrics and lesson plan. ProtractorsAssessmentPre-Assessments Go Math Chapter 11 Assessment 1Formative Assessments 4.MD.C6Summative Assessments 4.MD.C5, 4.MD.C6, and 4.MD.C7 TestPacing:  Domain: Measurement and Data ClusterGeometric measurement: understand concepts of angle and measure angles.Standard 4.MD.7Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.Instructional Resources/Tools Go math Chapter 11 Lesson 4 and 5 4th Grade Drive Documents: rubrics and lesson plan. ProtractorsAssessmentPre-Assessments Go Math Chapter 11 Assessment 1Formative Assessments 4.MD.C7 Rubric (Decomposing Angles) 4.MD.C7 Rubric (Addition and Subtraction of Angles)Summative Assessments 4.MD.C5, 4.MD.C6, and 4.MD.C7 TestPacing: 3-5 days Domain: Geometry ClusterDraw and identify lines and angles, and classify shapes by properties of their lines and angles.Standard 4.G.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.Local Objectives Identify and sketch parallel and perpendicular lines- Identify the two-dimensional components of a three-dimensional object- Instructional Resources/Tools Go Math Chapter 10 Lessons 1 and 3 4th Grade Drive Documents: rubrics and lesson plan. Graph paper or rulersAssessmentPre-Assessments Go Math Chapter 10 Assessment 1Formative Assessments 4.G.A.1 Rubric (Draw Lines and Angles) 4.G.A.1 Rubric (Identify Lines)Summative Assessments 4.G.A.1, 2, and 3 TestPacing: 3-5 days Standard 4.G.2Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.Local Objectives Compare geometric figures and determine their properties including parallel, perpendicular, similar, congruent, and line symmetry- Instructional Resources/Tools Go Math Chapter 10 Lessons 2 and 4 4th Grade Drive Documents: rubrics and lesson plan. Graphic OrganizersAssessmentPre-Assessments Go Math Chapter 10 Assessment 1Formative Assessments 4.G.A.2 Rubric (Classify 2-D Figures) 4.G.A.2 Rubric (Recognize Right Angles)Summative Assessments 4.G.A.1, 2, and 3 TestPacing: 2-4 days Domain: Geometry ClusterDraw and identify lines and angles, and classify shapes by properties of their lines and angles.Standard 4.G.3Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.Local Objectives Identify whether or not a figure has one or more lines of symmetry, and sketch or identify all lines of symmetry- Instructional Resources/Tools Go Math Chapter 10 Lessons 5 and 6 4th Grade Drive Documents: rubrics and lesson plan. Graphic OrganizersAssessmentPre-Assessments Go Math Chapter 10 Assessment 1Formative Assessments 4.G.A.3 Rubric Summative Assessments 4.G.A.1, 2, and 3 TestPacing: 2-3 days FIFTH GRADE DomainClusterOperations and Algebraic ThinkingWrite and interpret numerical expressions Analyze patterns and relationshipsNumber and Operations in Base TenUnderstand the place value system Perform operations with multi-digit whole numbers and with decimals to hundredthsNumber and Operations- FractionsUse equivalent fractions as a strategy to add and subtract fractions Apply and extend previous understandings of multiplication and division to multiply and divide fractionsMeasurement and DataConvert like measurement units within a given measurement system Represent and interpret data Geometric measurement: understand concepts of volume and relate volume to multiplication and to additionGeometry Graph points on the coordinate plane to solve real-world and mathematical problems Classify two-dimensional figures into categories based on their properties Domain: Operations and Algebraic Thinking ClusterWrite and interpret numerical expressions.Standard 5.OA.1Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.Local Objectives Read, write, recognize, model, and interpret numerical expressions from a given description or situation Instructional Resources/Tools Go Math- Chapter 1.11, 1.12AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 3 days Standard 5.OA.2Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.Local Objectives Read, write, recognize, model, and interpret numerical expressions from a given description or situation Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than, square numbers) Solve problems and number sentences involving addition, subtraction, multiplication, and division using whole numbers Represent problems with equations and inequalities Instructional Resources/Tools Go Math Chapter 1.10AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 2 days Domain: Operations and Algebraic Thinking ClusterAnalyze patterns and relationships.Standard 5.OA.3Generate 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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.Local Objectives Read, write, recognize, model, and interpret numerical expressions from a given description or situation Determine a missing term in a sequence, extend a sequence, and identify errors in a sequence when given a description or sequence Solve for the unknown in an equation with one operation Solve word problems involving unknown quantities Instructional Resources/Tools Go Math Chapters 9.5, 9.6, 9.7AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 3 days Domain: Numbers and Operations in Base Ten ClusterUnderstand the place value system.Standard 5.NBT.1Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.Local Objectives Read, write, recognize, and model equivalent representations of whole numbers and their place values up to 100,000,000 Instructional Resources/Tools Go Math Chapters 1.1, 1.2, 3.1AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 3 days Standard 5.NBT.2Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10.Local Objectives Read, write, recognize, and model decimals and their place values through thousandths Instructional Resources/Tools Go Math Chapters 1.4, 1.5, 4.1, 4.3, 4.4, 4.7, 4.8, 5.1, 5.4, 5.6AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 10 days Domain: Numbers and Operations in Base Ten ClusterUnderstand the place value system.Standard 5.NBT.3Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.Local Objectives Recognize, translate between, and model multiple representations of decimals, fractions less than one (halves, fifths, and tenths), and percents (0%, 25%, 50%, 75%, 100%) Read, write, recognize, and model decimals and their place values through thousandths Order and compare decimals through hundredths Instructional Resources/Tools Go Math Chapters 3.2, 3.3, AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 2 days Standard 5.NBT.4Use place value understanding to round decimals to any place.Local Objectives Recognize, translate between, and model multiple representations of decimals, fractions less than one (halves, fifths, and tenths), and percents (0%, 25%, 50%, 75%, 100%) Instructional Resources/Tools Go Math Chapters 3.4AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 1 day Domain: Numbers and Operations in Base Ten ClusterPerform operations with multi-digit whole numbers and with decimals to hundredths.Standard 5.NBT.5Fluently multiply multi-digit whole numbers using the standard algorithm.Local Objectives Represent multiplication as repeated addition Solve problems and number sentences involving addition, subtraction, multiplication, and division using whole numbers Instructional Resources/Tools Go Math Chapters 1.5, 1.7AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 2 days Standard 5.NBT.6Find whole-number quotients of whole numbers with up to four-digit dividends and two-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.Local Objectives Solve problems and numbers sentences involving addition, subtraction, multiplication, and division using whole numbers Instructional Resources/Tools Go Math Chapters 1.6, 1.8, 1.9, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8, 2.9AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 12 days Domain: Numbers and Operations in Base Ten ClusterPerform operations with multi-digit whole numbers and with decimals to hundredths.Standard 5.NBT.7Add, 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.Local Objectives Solve problems and number sentences involving addition and subtraction of decimals through hundredths (with or without monetary labels) Solve problems involving the commutative, distributive, and identity properties of operations on whole numbers Explain operations and number properties including commutative, associative, distributive, transitive, zero, equality, and order of operations Instructional Resources/Tools Go Math Chapters 3.5, 3.6, 3.7, 3.8, 3.98, 3.10, 3.11, 3.12, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 22 days Domain: Number and Operations- Fractions ClusterUse equivalent fractions as a strategy to add and subtract fractions.Standard 5.NF.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)Local Objectives Model situations involving addition and subtraction of fractions Instructional Resources/Tools Go Math Chapters 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10 AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 7 days Standard 5.NF.2Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2.Local Objectives Model situations involving addition and subtraction of fractions Make estimates appropriate to a given situation with whole numbers, fractions, and decimals Instructional Resources/Tools Go Math Chapters 6.1, 6.2, 6.3, 6.9AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 4 days Domain: Number and Operations- Fractions ClusterApply and extend previous understandings of multiplication and division to multiply and divide fractions.Standard 5.NF.3Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?Local Objectives Read, write, recognize, and model equivalent representations of fractions, including improper fractions and mixed numbers Model situations involving addition and subtraction of fractions Instructional Resources/Tools Go Math Chapters 2.7, 8.3AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 2 days Domain: Number and Operations- Fractions ClusterApply and extend previous understandings of multiplication and division to multiply and divide fractions.Standard 5.NF.4Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.Local Objectives Model situations involving addition and subtraction of fractions Represent multiplication as repeated addition Select and use appropriate standard units and tools to measure length (to the nearest ¼ inch or mm), mass/weight, capacity, and angles Instructional Resources/Tools Go Math Chapters 7.1, 7.2, 7.3, 7.4, 7.6, 7.7AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 6 days Standard 5.NF.5Interpret multiplication as scaling (resizing) by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a) / (n×b) to the effect of multiplying a/b by 1.Local Objectives Select and use appropriate standard units and tools to measure length (to the nearest ¼ in or mm), mass/weight, capacity, and angles Represent multiplication as repeated addition Instructional Resources/Tools Go Math Chapters 7.5, 7.8, 7.10AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 3 days Domain: Number and Operations- Fractions ClusterApply and extend previous understandings of multiplication and division to multiply and divide fractions.Standard 5.NF.6Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.Local Objectives Represent multiplication as repeated addition Instructional Resources/Tools Go Math Chapters 7.9AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 2 days Standard 5.NF.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.) Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5) and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?Local Objectives Instructional Resources/Tools Go Math 8.1, 8.2, 8.4, 8.5 AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 5 days Domain: Measurement and Data ClusterConvert like measurement units within a given measurement system.Standard 5.MD.1Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step real world problems.Local Objectives Use dimensional analysis to determine units and check answers in applied measurement problems Select and use appropriate standard units and tools to measure length (to the nearest ¼ in or mm), mass/weight, capacity, and angles Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0ŗ to 180ŗ) using referents Instructional Resources/Tools Go Math Chapters 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 8 days ClusterRepresent and interpret data.Standard 5.MD.2Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.Local Objectives Identify and locate whole numbers, halves, fourths, and thirds on a number line Instructional Resources/Tools Go Math Chapters 9.1AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 2 days Domain: Measurement and Data ClusterGeometric measurement: understand concepts of volume and relate volume to multiplication and to addition.Standard 5.MD.3Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.Local Objectives Calculate, compare, and convert length, perimeter, area, weight/mass, and volume within customary and metric systems Determine how changes in one measure may affect other measures Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0ŗ to 180ŗ) using referents Determine the volume of a right rectangular prism using an appropriate formula or strategy Identify the two-dimensional components of a three-dimensional object Instructional Resources/Tools Go Math Chapters 11.5, 11.611.7AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 3 days Standard 5.MD.4Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.Local Objectives Calculate, compare, and convert length, perimeter, area, weight/mass, and volume within customary and metric systems Determine the volume of a right rectangular prism using an appropriate formula or strategy Instructional Resources/Tools Go Math Chapters 11.7, 11.8AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 2 days Domain: Measurement and Data ClusterGeometric measurement: understand concepts of volume and relate volume to multiplication and to addition.Standard 5.MD.5Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent three-fold whole-number products as volumes, e.g., to represent the associative property of multiplication. Apply the formulas V =(l)(w)(h) and V = (b)(h) for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.Local Objectives Calculate, compare, and convert length, perimeter, area, weight/mass, and volume within customary and metric systems Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0ŗ to 180ŗ) using referents Determine how changes in one measure may affect other measures Determine the volume of a right rectangular prism using an appropriate formula or strategy Identify the two-dimensional components of a three-dimensional object Predict the result of putting shapes together (composing) and taking them apart (decomposing) Instructional Resources/Tools Go Math Chapters 11.9, 11.10, 11.11, 11.12AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 4 days Domain: Geometry ClusterGraph points on the coordinate plane to solve real-world and mathematical problems.Standard 5.G.1Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).Local Objectives Graph, locate, identify points, and describe paths using ordered pairs (first quadrant) Read, interpret, and make predictions from data represented in a pictograph, bar graph, line (dot) plot, Venn diagram (with two circles), chart/table, line graph, or circle graph Instructional Resources/Tools Go Math Chapters 9.2AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 2 days Standard 5.G.2Represent 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 situation.Local Objectives Demonstrate, in simple situations, how a change in one quantity results in a change in another quantity Graph, locate, identify points, and describe paths using ordered pairs (first quadrant) Instructional Resources/Tools Go Math Chapters 9.3, 9.4AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 3 days Domain: Geometry ClusterClassify two-dimensional figures into categories based on their properties.Standard 5.G.3Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.Local Objectives Use dimensional analysis to determine units and check answers in applied measurement problems Solve problems involving the perimeter and area of a triangle, rectangle, or irregular shape using diagrams, models, and grids, or by measuring or using given formulas (may include sketching a figure from its description) Classify, describe, and sketch two-dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to the number of sides, length of sides, number of vertices, and interior angles (right, acute, obtuse) Identify a three-dimensional object from its net Formulate logical arguments about geometric figures and patterns and communicate reasoning Instructional Resources/Tools Go Math Chapters 11.1, 11.2, 11.4, 11.5, 11.6AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 5 days Standard 5.G.4Classify two-dimensional figures in a hierarchy based on properties.Local Objectives Use dimensional analysis to determine units and check answers in applied measurement problems Classify, describe, and sketch two-dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to the number of sides, length of sides, number of vertices, and interior angles (right, acute, obtuse) Identify a three-dimensional object from its net Formulate logical arguments about geometric figures and patterns and communicate reasoning Identify congruent and similar figures by visual inspection Instructional Resources/Tools Go Math Chapters 11.2, 11.3, AssessmentPre-Assessments Chapter Test Form A­oddsFormative Assessments Mid Chapter Checkpoint End of Chapter ReviewSummative Assessments Chapter Test Form B­AllPacing: 3 days SIXTH GRADE DomainClusterRatios and Proportional RelationshipsUnderstand ratio concepts and use ratio reasoning to solve problemsThe Number SystemApply and extend previous understandings of multiplication and division to divide fractions by fractions Compute fluently with multi-digit numbers and find common factors and multiples Apply and extend previous understandings of numbers to the system of rational numbersExpressions and EquationsApply and extend previous understandings of arithmetic to algebraic expressions Reason about and solve one-variable equations and inequalities Represent and analyze quantitative relationships between dependent and independent variablesGeometrySolve real-world and mathematical problems involving area, surface area, and volumeStatistics and ProbabilityDevelop understanding of statistical variability Summarize and describe distributions Domain: Ratios and Proportional Relationships ClusterUnderstand ratio concepts and use ratio reasoning to solve problems.Standard 6.RP.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”Instructional Resources/Tools Chapter 5: Lesson: 5.1 ISBE NCTM- Illuminations Georgia State Standards Model curriculum- Unit 2 Chapter 5 Lesson: 5.1AssessmentPre-Assessments Formative Assessments Chapter 5 Quiz f/textSummative Assessments Chapter 5 TestPacing: 5 Standard 6.RP.2Understand the concept of a unit rate a/b associated with a ratio a:b with b `" 0 (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." (Expectations for unit rates in this grade are limited to non-complex fractions.)Instructional Resources/Tools Chapter 5: Lesson: 5.2-5.3 ISBE NCTM- Illuminations Georgia State Standards Model curriculum- Unit 2AssessmentPre-Assessments Formative Assessments Chapter 5 Quiz f/textSummative Assessments Chapter 5 TestPacing: 15 Domain: Ratios and Proportional Relationships ClusterUnderstand ratio concepts and use ratio reasoning to solve problems.Standard 6.RP.3Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Solve unit rate problems including those involving unit pricing and constant speed. For example, If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole given a part and the percent. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.Instructional Resources/Tools Chapters 5.3-5.6 HYPERLINK "../../../../schwenk.ashley/Downloads/06-ratio_word_problems_with_answers (2).pdf"file:///C:/Users/schwenk.ashley/Downloads/06-ratio_word_problems_with_answers%20(2).pdf  HYPERLINK "http://www.fortheloveofteachingmath.com/wp-content/uploads/2012/03/Memory-Match-Decimals-Fractions-Percents.pdf" http://www.fortheloveofteachingmath.com/wp-content/uploads/2012/03/Memory-Match-Decimals-Fractions-Percents.pdf  HYPERLINK "http://www.education.com/activity/article/percent-flash" http://www.education.com/activity/article/percent-flashAssessmentPre-Assessments Formative Assessments Chapter 5 Quiz f/textSummative Assessments Chapter 5 TestPacing: 10 Domain: The Number System ClusterApply and extend previous understandings of multiplication and division to divide fractions by fractions.Standard 6.NS.1Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?Instructional Resources/Tools  HYPERLINK "http://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3-5/FractionsLength-AS-InvestigatingEquivalent.pdf" http://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3-5/FractionsLength-AS-InvestigatingEquivalent.pdf  HYPERLINK "https://www.georgiastandards.org/Common-Core/Pages/Math-6-8.aspx" https://www.georgiastandards.org/Common-Core/Pages/Math-6-8.aspx  HYPERLINK "http://teachertech.rice.edu/Participants/silha/Lessons/exercise2.html" http://teachertech.rice.edu/Participants/silha/Lessons/exercise2.html  HYPERLINK "http://fractionbars.com/CommonCore/Gd6Les/CCSSDivStep1Gd6.pdf" http://fractionbars.com/CommonCore/Gd6Les/CCSSDivStep1Gd6.pdf ISBE model curriculum – unit 1 Chapter 2 Lessons: 2.2-2.3AssessmentPre-Assessments 3 questions dividing /modeling fractionsFormative Assessments Homework Versatile activity Classroom observations- group discussions and work 2.1-2.3 QuizSummative Assessments ISBE- pre/post test Chapter 2 TestPacing: 10 ClusterApply and extend previous understandings of multiplication and division to divide fractions by fractions.Standard 6.NS.2Fluently divide multi-digit numbers using the standard algorithm.Instructional Resources/Tools Ch. 1, Lesson 1AssessmentPre-Assessments Formative Assessments 1.1-1.3 QuizSummative Assessments Chapter 1 TestPacing: 1 Domain: The Number System ClusterApply and extend previous understandings of multiplication and division to divide fractions by fractions.Standard 6.NS.3Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.Instructional Resources/Tools Ch. 2 Lessons 2.4-2.6AssessmentPre-Assessments Formative Assessments 2.4-2.6 QuizSummative Assessments Chapter 2 TestPacing: 2 Standard 6.NS.4Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).Instructional Resources/Tools Ch. 1, Lesson 5  HYPERLINK "http://www.fortheloveofteachingmath.com/2011/09/21/divisibility-rules/" http://www.fortheloveofteachingmath.com/2011/09/21/divisibility-rules/ Chapter 1 Lessons: 1.5-1.6AssessmentPre-Assessments Formative Assessments 1.4-1.6 QuizSummative Assessments Chapter 1 TestPacing: 3 Domain: The Number System ClusterApply and extend previous understandings of numbers to the system of rational numbers.Standard 6.NS.5Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.Instructional Resources/Tools Chapter 6, Lesson 6.1-6.2AssessmentPre-Assessments Formative Assessments 6.1-6.3 QuizSummative Assessments Chapter 6 TestPacing: 3 Standard 6.NS.6Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.Instructional Resources/Tools Chapter 6, Lesson 6.5  HYPERLINK "http://static.zerorobotics.mit.edu/docs/ms/CoordinateGraphBattleship.pdf" http://static.zerorobotics.mit.edu/docs/ms/CoordinateGraphBattleship.pdfAssessmentPre-Assessments Formative Assessments 6.1-6.3 QuizSummative Assessments Chapter 6 TestPacing: 3 Domain: The Number System ClusterApply and extend previous understandings of numbers to the system of rational numbers.Standard 6.NS.7Understand ordering and absolute value of rational numbers. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.Instructional Resources/Tools Chapter 6, Lesson: 6.4  HYPERLINK "http://www.livebinders.com/play/play?id=953710" \l "anchor" http://www.livebinders.com/play/play?id=953710#anchor - unit 3 conceptual understanding of absolute valueAssessmentPre-Assessments Formative Assessments Conceptual understanding of absolute value f/ISBESummative Assessments Chapter 6 TestPacing: 7 Standard 6.NS.8Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.Instructional Resources/Tools Ch. 6, Lesson 6 Chapter 4, Lesson 4AssessmentPre-Assessments Formative Assessments Graphing to create a picture 4.4 QuizSummative Assessments Chapter 6 Test Chapter 4 TestPacing: 5 Domain: Expressions and Equations ClusterApply and extend previous understandings of arithmetic and algebraic expressions.Standard 6.EE.1Write and evaluate numerical expressions involving whole-number exponents.Instructional Resources/Tools Ch. 7, Lesson 1 Ch. 3, Lesson 2AssessmentPre-Assessments Formative Assessments 7.1-7.4 Quiz 3.1-3.2 QuizSummative Assessments Chapter 7 TestPacing: 3 Standard 6.EE.2Write, read, and evaluate expressions in which letters stand for numbers. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2.Instructional Resources/Tools Ch. 7, Lesson 4 Ch. 3, Lesson 1, 3, 4AssessmentPre-Assessments Formative Assessments 3.3-3.4 QuizSummative Assessments Chapter 3 TestPacing: 3 Domain: Expressions and Equations ClusterApply and extend previous understandings of arithmetic and algebraic expressions.Standard 6.EE.3Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.Instructional Resources/Tools Ch. 7 Lesson 3 Ch. 3 Lesson 4AssessmentPre-Assessments Formative Assessments Chapter 3 Test 7.1-7.4 QuizSummative Assessments Chapter 7 TestPacing: 3 Standard 6.EE.4Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.Instructional Resources/Tools Chapter 3 Lesson 2, 3AssessmentPre-Assessments Formative Assessments 3.1-3.2 QuizSummative Assessments Chapter 3 TestPacing: 2 Domain: Expressions and Equations ClusterReason about and solve on-variable equations and inequalities.Standard 6.EE.5Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.Instructional Resources/Tools Ch. 7, Lesson 2, 6AssessmentPre-Assessments Formative Assessments Summative Assessments Chapter 7 TestPacing: 6 Standard 6.EE.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.Instructional Resources/Tools Ch. 7, Lessons 2, 3, 4, 5, 6, 7AssessmentPre-Assessments Formative Assessments 7.1-7.4 Quiz 7.5-7.7 QuizSummative Assessments Chapter 7 TestPacing: 4 Domain: Expressions and Equations ClusterReason about and solve on-variable equations and inequalities.Standard 6.EE.7Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.Instructional Resources/Tools Ch. 7, Lessons 2, 3AssessmentPre-Assessments Formative Assessments 7.1-7.4 QuizSummative Assessments Chapter 7 TestPacing: 8 Standard 6.EE.8Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.Instructional Resources/Tools Ch. 7, Lesson 5, 6, 7AssessmentPre-Assessments Formative Assessments 7.5-7.7 QuizSummative Assessments Chapter 7 TestPacing: 4 ClusterRepresent and analyze quantitative relationships between dependent and independent variables.Standard 6.EE.9Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.Instructional Resources/Tools Ch. 7, Lessons 4AssessmentPre-Assessments Formative Assessments Summative Assessments Chapter 7 TestPacing: 3 Domain: Geometry ClusterSolve real-world and mathematical problems involving area, surface area, and volume.Standard 6.G.1Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.Instructional Resources/Tools Ch. 8, Lessons 3,4,5AssessmentPre-Assessments Formative Assessments 4.1- 4.2 QuizSummative Assessments Chapter 4 TestPacing: 6 Standard 6.G.2Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.Instructional Resources/Tools Ch. 8, Lesson 4AssessmentPre-Assessments Formative Assessments 8.3-8.4 QuizSummative Assessments Chapter 8 TestPacing: 6 Domain: Geometry ClusterSolve real-world and mathematical problems involving area, surface area, and volume.Standard 6.G.3Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.Instructional Resources/Tools Ch. 8, Lesson 1, 2, 3 Ch. 4, Lesson 4AssessmentPre-Assessments Formative Assessments 8.1-8.2 QuizSummative Assessments Chapter 8 Test Chapter 4 TestPacing: 4 Standard 6.G.4Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.Instructional Resources/Tools Ch. 8, Lesson 1, 2, 3AssessmentPre-Assessments Formative Assessments 8.1-8.2 Quiz 8.3-8.4 QuizSummative Assessments Chapter 8 TestPacing: 3 Domain: Statistics and Probability ClusterDevelop understanding of statistical variability.Standard 6.SP.1Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.Instructional Resources/Tools Ch. 9, Lesson 1AssessmentPre-Assessments Formative Assessments 9.1-9.3 QuizSummative Assessments Chapter 9 TestPacing: 2 Standard 6.SP.2Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.Instructional Resources/Tools Ch. 9, Lesson 2, 3, 4, 5AssessmentPre-Assessments Formative Assessments 9.1-9.3 Quiz 9.4-9.5 QuizSummative Assessments Chapter 9 TestPacing: 8 Domain: Statistics and Probability ClusterDevelop understanding of statistical variability.Standard 6.SP.3Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.Instructional Resources/Tools Ch. 9, Lesson 3AssessmentPre-Assessments Formative Assessments 9.1-9.3 QuizSummative Assessments Chapter 9 TestPacing: 3 ClusterSummarize and describe distributions.Standard 6.SP.4Display numerical data in plots on a number line, including dot plots, histograms, and box plots.Instructional Resources/Tools Ch. 10, Lessons 2, 3, 4AssessmentPre-Assessments Formative Assessments 10.1-10.2 Quiz 10.3-10.4 QuizSummative Assessments Chapter 10 TestPacing: 8 Domain: Statistics and Probability ClusterSummarize and describe distributions.Standard 6.SP.5Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered.Instructional Resources/Tools Ch. 9, Lesson 2, 3, 4, 5 AssessmentPre-Assessments Formative Assessments 10.1-10.2 Quiz 10.3-10.4 QuizSummative Assessments Chapter 10 TestPacing: 8 SEVENTH GRADE DomainClusterRatios and Proportional RelationshipsAnalyze proportional relationships and use them to solve real-world and mathematical problemsThe Number SystemApply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbersExpressions and EquationsUse properties of operations to generate equivalent expressions Solve real-life and mathematical problems using numerical and algebraic expressions and equationsGeometryDraw, construct and describe geometrical figures and describe the relationships between them Solve real-life and mathematical problems involving angle measure, area, surface area, and volumeStatistics and ProbabilityUse random sampling to draw inferences about a population Draw informal comparative inferences about two populations Investigate chance processes and develop, use, and evaluate probability models Domain: Ratios and Proportional Relationships ClusterAnalyze proportional relationships and use them to solve real-world and mathematical problems.Standard 7.RP.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour. Instructional Resources/Tools Big Ideas Math – Red Section 5.1 Ratios and RatesAssessmentPre-Assessments Formative Assessments Quiz 5.1-5.3 Daily assignmentsSummative Assessments Chapter 5 TestPacing: 2 days Standard 7.RP.2Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Instructional Resources/Tools Big Ideas Math – Red 2a: 5.2 Proportions, Extension 5.2 Graphing Proportional Relationships, 5.6 Direct Variation 2b: Extension 5.2 Graphing Proportional Relationships, 5.4 Solving Proportions, 5.5 Slope, 5.6 Direct Variation 2c: 5.3 Writing Proportions, 5.4 Solving Proportions, 5.6 Direct Variation 2d: Extension 5.2 Graphing Proportional Relationships, 5.6 Direct VariationAssessmentPre-Assessments Formative Assessments Quiz 5.1-5.3 quiz 5.4-5.6 Daily assignmentsSummative Assessments Chapter 5 TestPacing: 21 days Domain: Ratios and Proportional Relationships ClusterAnalyze proportional relationships and use them to solve real-world and mathematical problems.Standard 7.RP.3Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Instructional Resources/Tools Big Ideas Math – Red 5.1 Ratios and Rates, 5.3 Writing Proportions, 6.3 The Percent Proportion, 6.4 The Percent Equation, 6.5 Percents of Increase and Decrease, 6.6 Discounts and Markups, 6.7 Simple InterestAssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4 quiz 6.5-6.7 Daily assignmentsSummative Assessments Chapter 6 TestPacing: 18 days Domain: The Number System ClusterApply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.Standard 7.NS.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply properties of operations as strategies to add and subtract rational numbers. Instructional Resources/Tools Big Ideas Math – Red 1a: 1.1 Integers and Absolute Value, 1.2 Adding Integers, 2.2 Adding Rational Numbers 1b: 1.1 Integers and Absolute Value, 1.2 Adding Integers, 2.2 Adding Rational Numbers 1c: 1.1 Integers and Absolute Value, 1.3 Subtracting Integers, 2.3 Subtracting Rational Numbers 1d: 1.1 Integers and Absolute Value, 1.2 Adding Integers, , 1.3 Subtracting Integers, 2.2 Adding Rational Numbers, 2.3 Subtracting Rational NumbersAssessmentPre-Assessments Formative Assessments Quiz 1.1-1.3 Quiz 2.1-2.2 Daily assignmentsSummative Assessments Chapter 1 Test Chapter 2 TestPacing: 14 days Domain: The Number System ClusterApply and extend previous understandings of multiplication and division to divide fractions by fractions.Standard 7.NS.2Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. Apply properties of operations as strategies to multiply and divide rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. Instructional Resources/Tools Big Ideas Math – Red 2a: 1.1 Integers and Absolute Value, 1.4 Multiplying Integers, 2.4 Multiplying and Dividing Rational Numbers 2b: 1.1 Integers and Absolute Value, 1.5 Dividing Integers, 2.1 Rational Numbers, 2.4 Multiplying and Dividing Rational Numbers 2c: 1.1 Integers and Absolute Value, 1.4 Multiplying Integers, 2.4 Multiplying and Dividing Rational Numbers 2d: 1.1 Integers and Absolute Value, 2.1 Rational NumbersAssessmentPre-Assessments Formative Assessments Quiz 1.4-1.5 Daily assignmentsSummative Assessments Chapter 1 Test Chapter 2 TestPacing: 8 days Domain: The Number System ClusterApply and extend previous understandings of multiplication and division to divide fractions by fractions.Standard 7.NS.3Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) Instructional Resources/Tools Big Ideas Math – Red 1.1 Integers and Absolute Value, 1.2 Adding Integers, , 1.3 Subtracting Integers, 1.4 Multiplying Integers, 1.5 Dividing Integers, 2.2 Adding Rational Numbers, 2.3 Subtracting Rational Numbers, 2.4 Multiplying and Dividing Rational NumbersAssessmentPre-Assessments Formative Assessments Quiz 1.1-1.3 Quiz 1.4-1.5 Quiz 2.3-2.4 Daily assignmentsSummative Assessments Chapter 1 Test Chapter 2 TestPacing: 21 days Domain: Expressions and Equations ClusterUse properties of operations to generate equivalent expressions.Standard 7.EE.1Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Instructional Resources/Tools Big Ideas Math – Red Section 3.1 Algebraic Expressions, 3.2 Adding and Subtracting Linear Expressions, Extension 3.2 Factoring ExpressionsAssessmentPre-Assessments Formative Assessments Quiz 3.1-3.2 Daily assignmentsSummative Assessments Chapter 3 TestPacing: 5 days Standard 7.EE.2Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” Instructional Resources/Tools Big Ideas Math – Red Section 3.1 Algebraic Expressions, 3.2 Adding and Subtracting Linear ExpressionsAssessmentPre-Assessments Formative Assessments Quiz 3.1-3.2 Daily assignmentsSummative Assessments Chapter 3 TestPacing: 5 days Domain: Expressions and Equations ClusterSolve real-life and mathematical problems using numerical and algebraic expressions and equations.Standard 7.EE.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Instructional Resources/Tools Big Ideas Math – Red 6.1 Percents and Decimals, 6.2 Comparing and Ordering Fractions, Decimals and Percents, 6.4 The Percent EquationAssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4 Daily assignmentsSummative Assessments Chapter 6 TestPacing: 7 days Domain: Expressions and Equations ClusterSolve real-life and mathematical problems using numerical and algebraic expressions and equations.Standard 7.EE.4Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example, As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. Instructional Resources/Tools Big Ideas Math – Red 4a: 3.3 Solving Equations Using Addition or Subtraction, 3.4 Solving Equations Using Multiplication or Division, 3.5 Solving Two-Step Equations 4b: 4.1 Writing and Graphing Inequalities, 4.2 Solving Inequalities Using Addition or Subtraction, 4.3 Solving Inequalities Using Multiplication or Division, 4.4 Solving Two-Step InequalitesAssessmentPre-Assessments Formative Assessments Quiz 3.3-3.5 Quiz 4.1-4.2 Quiz 4.3-4.4 Daily assignmentsSummative Assessments 4a: Chapter 3 Test 4b: Chapter 4 TestPacing: 21 days Domain: Geometry ClusterDraw, construct, and describe geometrical figures and describe the relationships between them.Standard 7.G.1Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Instructional Resources/Tools Big Ideas Math – Red Section 7.5 Scale DrawingsAssessmentPre-Assessments Formative Assessments Quiz 7.4-7.5 Daily assignmentsSummative Assessments Chapter 7 TestPacing: 3 days Standard 7.G.2Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Instructional Resources/Tools Big Ideas Math – Red 7.3 Triangles, 7.4 QuadrilateralsAssessmentPre-Assessments Formative Assessments Quiz 7.1-7.3 Quiz 7.4-7.5 Daily assignmentsSummative Assessments Chapter 7 TestPacing: 9 days Domain: Geometry ClusterSolve real-world and mathematical problems involving area, surface area, and volume.Standard 7.G.3Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. Instructional Resources/Tools Big Ideas Math – Red Extension 9.5AssessmentPre-Assessments Formative Assessments Daily assignmentSummative Assessments QuizPacing: 2 days ClusterSolve real-life and mathematical problems involving angle measure, area, surface area, and volume.Standard 7.G.4Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Instructional Resources/Tools Big Ideas Math – Red Section 8.1 Circles and Circumference, 8.2 Perimeters of Composite Figures, 8.3 Areas of Circles, 9.3 Surface Areas of CylindersAssessmentPre-Assessments Formative Assessments Quiz 8.1-8.2 Quiz 8.3-8.4 Daily assignmentsSummative Assessments Chapter 8 Test Chapter 9 TestPacing: 14 days Domain: Geometry ClusterSolve real-world and mathematical problems involving area, surface area, and volume.Standard 7.G.5Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Instructional Resources/Tools Big Ideas Math – Red 7.1 Adjacent and Vertical Angles, 7.2 Complementary and Supplementary Angles, Extension 7.3 Angle Measures of TrianglesAssessmentPre-Assessments Formative Assessments Quiz 7.1-7.3 Daily assignmentsSummative Assessments Chapter 7 TestPacing: 10 days Standard 7.G.6Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. Instructional Resources/Tools Big Ideas Math – Red 8.4 Areas of Composite Figures, 9.1 Surface Areas of Prisms, 9.2 Surface Areas of Pyramids, 9.4 Volumes of Prisms, 9.5 Volumes of PyramidsAssessmentPre-Assessments Formative Assessments Quiz 9.1-9.3 Quiz 9.4-9.5 Daily assignmentsSummative Assessments Chapter 9 TestPacing: 16 days Domain: Statistics and Probability ClusterUse random sampling to draw inferences about a population.Standard 7.SP.1Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Instructional Resources/Tools Big Ideas Math – Red Section 10.6 Samples and PopulationsAssessmentPre-Assessments Formative Assessments Quiz 10.6 & 10.7 Daily assignmentsSummative Assessments Chapter 10 TestPacing: 4 days Standard 7.SP.2Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. Instructional Resources/Tools Big Ideas Math – Red Section 10.6 Samples and Populations, Extension 10.6 Generating Multiple SamplesAssessmentPre-Assessments Formative Assessments Quiz 10.6-10.7 Daily assignmentsSummative Assessments Chapter 10 TestPacing: 4 days  Domain: Statistics and Probability ClusterDraw informal comparative inferences about two populations.Standard 7.SP.3Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. Instructional Resources/Tools Big Ideas Math – Red 10.7 Comparing PopulationsAssessmentPre-Assessments Formative Assessments Quiz 10.6-10.7 Daily assignmentsSummative Assessments Chapter 10 TestPacing: 3 days Standard 7.SP.4Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book was gathered. Instructional Resources/Tools Big Ideas Math – Red 10.7 Comparing PopulationsAssessmentPre-Assessments Formative Assessments Quiz 10.6-10.7 Daily assignmentsSummative Assessments Chapter 10 TestPacing: 3 days Domain: Statistics and Probability ClusterInvestigate chance processes and develop, use, and evaluate probability.Standard 7.SP.5Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. Instructional Resources/Tools Big Ideas Math – Red 10.1 Outcomes and Events. 10.2 Probability, 10.3 Experimental and Theoretical ProbabilityAssessmentPre-Assessments Formative Assessments Quiz 10.1-10.5 Daily assignmentsSummative Assessments Chapter 10 TestPacing: 7 days Standard 7.SP.6Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. Instructional Resources/Tools Big Ideas Math – Red 10.3 Experimental and Theoretical ProbabilityAssessmentPre-Assessments Formative Assessments Quiz 10.1-10.5 Daily assignmentsSummative Assessments Chapter 10 TestPacing: 2 days Domain: Statistics and Probability ClusterInvestigate chance processes and develop, use, and evaluate probability.Standard 7.SP.7Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? Instructional Resources/Tools Big Ideas Math – Red 7a. 10.2 Probability, 10.3 Experimental and Theoretical Probability 7b. 10.3 Experimental and Theoretical ProbabilityAssessmentPre-Assessments Formative Assessments Quiz 10.1-10.5 Daily assignmentsSummative Assessments Chapter 10 TestPacing: 5 days Domain: Statistics and Probability ClusterInvestigate chance processes and develop, use, and evaluate probability.Standard 7.SP.8Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? Instructional Resources/Tools Big Ideas Math – Red 8a: 10.4 Compound Events, 10.5 Independent and Dependent Events 8b: 10.4 Compound Events, 10.5 Independent and Dependent Events 8c: Extension 10.5 SimulationsAssessmentPre-Assessments Formative Assessments Quiz 10.1-10.5 Daily assignmentsSummative Assessments Chapter 10 TestPacing: 6 days EIGHTH GRADE DomainClusterThe Number SystemKnow that there are numbers that are not rational, and approximate them by rational numbersExpressions and EquationsWork with radicals and integer exponents Understand the connections between proportional relationships, lines, and linear equations Analyze and solve linear equations and pairs of simultaneous linear equationsFunctionsDefine, evaluate, and compare functions Use functions to model relationships between quantitiesGeometryUnderstand congruence and similarity using physical models, transparencies, or geometry software Understand and apply the Pythagorean Theorem Solve real-world and mathematical problems involving volume of cylinders, cones and spheresStatistics and ProbabilityInvestigate patterns of association in bivariate data Domain: The Number System ClusterKnow that there are numbers that are not rational, and approximate them by rational numbers.Standard 8.NS.1Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0's or eventually repeat. Know that other numbers are call irrational.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 7.4, Extension 7.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 7.4, Extension 7.4AssessmentPre-Assessments Formative Assessments Quiz 7.1 – 7.4Summative Assessments Chapter 7 TestPacing: 5 Days Domain: The Number System Standard 8.NS.2Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., Ą2). For example, by truncating the decimal expansion of "2, show that "2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 7.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 7.4AssessmentPre-Assessments Formative Assessments Quiz 7.1- 7.4Summative Assessments Chapter 7 TestPacing: 5 Days Domain: Expressions and Equations ClusterWork with radicals and integer exponents.Standard 8.EE.1Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^2 × 3^(–5) = 3^(–3) = 1/(3^3) = 1/27.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 10.1, Section 10.2, Section 10.3, Section 10.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 10.1, Section 10.2, Section 10.3, Section 10.4AssessmentPre-Assessments Formative Assessments Quiz Chapter 10Summative Assessments Chapter 10 TestPacing: 10 Days Domain: Expressions and Equations Standard 8.EE.2Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that "2 is irrational.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 7.1, Section, 7.2, Section 7.3, Section 7.4, Section 7.5 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 7.1, Section, 7.2, Section 7.3, Section 7.4, Section 7.5AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chapter 7 TestPacing: 12 Days Domain: Expressions and Equations ClusterWork with radicals and integer exponents.Standard 8.EE.3Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10^8 and the population of the world as 7 × 10^9, and determine that the world population is more than 20 times larger.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 10.5, Section 10.6, Section 10.7 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 10.5, Section 10.6, Section 10.7AssessmentPre-Assessments Formative Assessments Quiz 10.5 – 10.7 Summative Assessments Chapter 10 TestPacing: 7 Days Domain: Expressions and Equations Standard 8.EE.4Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 10.5, Section 10.6, Section 10.7 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 10.5, Section 10.6, Section 10.7AssessmentPre-Assessments Formative Assessments Quiz 10.5 – 10.7Summative Assessments Chapter 10 TestPacing: 7 Days Domain: Expressions and Equations ClusterUnderstand that connections between proportional relationships, lines, and linear equations.Standard 8.EE.5Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 4.1, Section 4.3 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 4.1, Section 4.3AssessmentPre-Assessments Formative Assessments Quiz 4.1- 4.4Summative Assessments Chapter 4 TestPacing: 7 Days Domain: Expressions and Equations Standard 8.EE.6Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y =mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 4.2, Extension 4.2, Section 4.3, Section 4.4, Section 4.5 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 4.2, Extension 4.2, Section 4.3, Section 4.4, Section 4.5AssessmentPre-Assessments Formative Assessments Quiz 4.1 – 4.4Summative Assessments Chapter 4 TestPacing: 10 Days Domain: Expressions and Equations ClusterAnalyze and solve linear equations and pairs of simultaneous linear equations.Standard 8.EE.7Solve linear equations in one variable. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 1.1, Section 1.2, Section 1.3, Section 1.4, Extension 5.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 1.1, Section 1.2, Section 1.3, Section 1.4, Extension 5.4AssessmentPre-Assessments Formative Assessments Quiz 1.1 – 1.4Summative Assessments Chapter 1 TestPacing: 10 Days Domain: Expressions and Equations Standard 8.EE.8Analyze and solve linear equations and pairs of simultaneous linear equations. Analyze and solve pairs of simultaneous linear equations. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 5.1, Section 5.4, Extension 5.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 5.1, Section 5.4, Extension 5.4AssessmentPre-Assessments Formative Assessments Quiz 5.1-5.5Summative Assessments Chapter 5 TestPacing: 7 Days Domain: Functions ClusterDefine, evaluate, and compare functions.Standard 8.F.1Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 6.1, Section 6.2 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 6.1, Section 6.2AssessmentPre-Assessments Formative Assessments Quiz 6.1 – 6.4Summative Assessments Chapter 6 TestPacing: 3 Days Domain: Functions Standard 8.F.2Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 6.3 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 6.3AssessmentPre-Assessments Formative Assessments Quiz 6.1 – 6.4Summative Assessments Chapter 6 TestPacing: 3 Days Domain: Functions ClusterDefine, evaluate, and compare functions.Standard 8.F.3Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 6.3, Section 6.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 6.3, Section 6.4AssessmentPre-Assessments Formative Assessments Quiz 6.1 -6.4Summative Assessments Chapter 6 TestPacing: 5 Days Domain: Functions ClusterUse functions to model relationships between quantities.Standard 8.F.4Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 4.6, Section 4.7, Section 6.3 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 4.6, Section 4.7, Section 6.3AssessmentPre-Assessments Formative Assessments Quizzes over Ch. 4 & 6Summative Assessments Chapter 4 & 6 TestPacing: 7 Days Domain: Functions ClusterUse functions to model relationships between quantities.Standard 8.F.5Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 6.5 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 6.5AssessmentPre-Assessments Formative Assessments Summative Assessments Chapter 6 TestPacing: 3 Days Domain: Geometry ClusterUnderstand congruence and similarity using physical models, transparencies, or geometry software.Standard 8.G.1Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 2.2, Section 2.3, Section 2.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 2.2, Section 2.3, Section 2.4AssessmentPre-Assessments Formative Assessments Quiz 2.1 – 2.4Summative Assessments Chapter 2 TestPacing: 7 Days Domain: Geometry Standard 8.G.2Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 2.1, Section 2.2, Section 2.3, Section 2.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 2.1, Section 2.2, Section 2.3, Section 2.4AssessmentPre-Assessments Formative Assessments Quiz 2.1 – 2.4Summative Assessments Chapter 2 TestPacing: 10 Days Domain: Geometry ClusterUnderstand congruence and similarity using physical models, transparencies, or geometry software.Standard 8.G.3Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 2.2, Section 2.3, Section 2.4, Section 2.7 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 2.2, Section 2.3, Section 2.4, Section 2.7AssessmentPre-Assessments Formative Assessments Summative Assessments Chapter 2 TestPacing: 10 Days Domain: Geometry Standard 8.G.4Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 2.5, Section 2.6, Section 2.7 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 2.5, Section 2.6, Section 2.7AssessmentPre-Assessments Formative Assessments Quiz 2.5-2.7Summative Assessments Chapter 2 TestPacing: 7 Days Domain: Geometry ClusterUnderstand congruence and similarity using physical models, transparencies, or geometry software.Standard 8.G.5Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the three angles appear to form a line, and give an argument in terms of transversals why this is so.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 3.1, Section 3.2, Section 3.3, Section 3.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 3.1, Section 3.2, Section 3.3, Section 3.4 AssessmentPre-Assessments Formative Assessments Quiz 3.1-3.4Summative Assessments Chapter 3 TestPacing: 10 Days Domain: Geometry ClusterUnderstand and apply the Pythagorean Theorem.Standard 8.G.6Explain a proof of the Pythagorean Theorem and its converse. Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 7.3, Section 7.5 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 7.3, Section 7.5 AssessmentPre-Assessments Formative Assessments Summative Assessments Chapter 7 TestPacing: 5 Days Domain: Geometry ClusterUnderstand and apply the Pythagorean Theorem.Standard 8.G.7Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 7.3, Section 7.5 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 7.3, Section 7.5 AssessmentPre-Assessments Formative Assessments Summative Assessments Chapter 7 TestPacing: 5 Days Domain: Geometry Standard 8.G.8Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 7.3, Section 7.5 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 7.3, Section 7.5 AssessmentPre-Assessments Formative Assessments Summative Assessments Chapter 7 TestPacing: 5 Days Domain: Geometry ClusterSolve real-world and mathematical problems involving volume of cylinders, cones, and spheres.Standard 8.G.9Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 8.1, Section 8.2, Section 8.3, Section 8.4 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 8.1, Section 8.2, Section 8.3, Section 8.4AssessmentPre-Assessments Formative Assessments Quiz 8.1-8.4Summative Assessments Chapter 8 TestPacing: 10 Days Domain: Statistics and Probability ClusterInvestigate patterns of association in bivariate data.Standard 8.SP.1Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 9.1, Section 9.2, Section 9.3 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 9.1, Section 9.2, Section 9.3AssessmentPre-Assessments Formative Assessments Quiz 9.1-9.3Summative Assessments Chapter 9 TestPacing: 7 Days Domain: Statistics and Probability Standard 8.SP.2Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 9.2 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 9.2AssessmentPre-Assessments Formative Assessments Quiz 9.1-9.3Summative Assessments Chapter 9 TestPacing: 3 Days Domain: Statistics and Probability ClusterInvestigate patterns of association in bivariate data.Standard 8.SP.3Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 9.2 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 9.2AssessmentPre-Assessments Formative Assessments Quiz 9.1-9.3Summative Assessments Chapter 9 TestPacing: 3 Days Domain: Statistics and Probability Standard 8.SP.4Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?Instructional Resources/Tools Houghton Mifflin Harcourt Larson Big Ideas (Blue) – Section 9.3 Houghton Mifflin Harcourt Larson Big Ideas Record & Practice Journal – Section 9.3AssessmentPre-Assessments Formative Assessments Quiz 9.1-9.3Summative Assessments Chapter 9 TestPacing: 3 Days ALGEBRA I Number and Quantity Overview DomainClusterThe Real Number SystemExtend the properties of exponents to rational exponents Use properties of rational and irrational numbersQuantitiesReason quantitatively and use units to solve problemsThe Complex Number SystemPerform arithmetic operations with complex numbers Represent complex numbers and their operations on the complex plane Use complex numbers in polynomials identities and equationsVector and Matrix QuantitiesRepresent and model with vector quantities Perform operations on vectors Perform operations on matrices and use matrices in applications Domain: The Real Number System ClusterExtend the properties of exponents to rational exponents.Standard N.RN.1Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want [5^(1/3)]^3 = 5^[(1/3) x 3] to hold, so [5^(1/3)]^3 must equal 5.Local Objectives Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. Instructional Resources/Tools Unit 6.2AssessmentPre-Assessments Formative Assessments Quiz 6.2Summative Assessments Test 6Pacing:  Standard N.RN.2Rewrite expressions involving radicals and rational exponents using the properties of exponents.Local Objectives Rewrite expressions involving radicals and rational exponents using the properties of exponents. Rewrite expressions of rational and irrational numbers. Instructional Resources/Tools Unit 6.1 Unit 6.2 Unit 9.1AssessmentPre-Assessments Formative Assessments Quiz 6.1 Quiz 6.2 Quiz 9.1Summative Assessments Test 6 Test 9Pacing:  Domain: The Real Number System ClusterUse properties of rational and irrational numbers.Standard N.RN.3Explain why the sum or product of rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.Local Objectives Explain why the sum of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational and an irrational number is irrational. Instructional Resources/Tools Unit 9.1AssessmentPre-Assessments Formative Assessments Quiz 9.1Summative Assessments Test 9Pacing:  Domain: Quantities ClusterReason quantitatively and use units to solve problems.Standard N.Q.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.Local Objectives Use units as a way to understand problems and to guide the solution of multi-step problems; chose and interpret units consistently in formulas; choose and interpret the scale and origin in graphs and data displays. Instructional Resources/Tools Unit 1.1 – 1.2AssessmentPre-Assessments Formative Assessments Quiz 1.1Summative Assessments Test 1 Pacing:  Algebra Overview DomainClusterSeeing Structure in ExpressionsInterpret the structure of expressions Write expressions in equivalent forms to solve problemsArithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomials Understand the relationship between zeros and factors of polynomials Use polynomials identities to solve problems Rewrite rational expressionsCreating EquationsCreate equations that describe numbers or relationshipsReasoning with Equations and InequalitiesUnderstand solving equations as a process of reasoning and explain the reasoning Solve equations and inequalities in one variable Solve systems of equations Represent and solve equations and inequalities graphically Domain: Seeing Structure in Expressions ClusterInterpret the structure of expressions.Standard A.SSE.2Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).Local Objectives Use the structure of an expression to identify ways to rewrite it. Instructional Resources/Tools Unit 7.5 Unit 7.6 Unit 7.7 Unit 7.8AssessmentPre-Assessments Formative Assessments Quiz 7.5 Quiz 7.6 Quiz 7.7 Quiz 7.8Summative Assessments Test 7Pacing:  Domain: Seeing Structure in Expressions ClusterWrite expressions in equivalent forms to solve problems.Standard A.SSE.3Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Factor a quadratic expression to reveal the zeros of the function it defines. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^t can be rewritten as [1.15^(1/12)]^(12t) H" 1.012^(12t) to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.Local Objectives Use the properties of exponents to transform expressions for exponential functions. Factor a quadratic expression to reveal the zeros of the function. Complete the square in a quadratic expression to revel the maximum or minimum value of the function it defines. Instructional Resources/Tools Unit 6.4 Unit 7.5 Unit 7.6 Unit 7.7 Unit 7.8 Unit 8.5 Unit 9.4AssessmentPre-Assessments Formative Assessments Quiz 6.4 Quiz 7.5 Quiz 7.6 Quiz 7.7 Quiz 7.8 Quiz 8.5 Quiz 9.4Summative Assessments Test 6 Test 7 Test 8 Test 9Pacing:  Domain: Arithmetic with Polynomials and Rational Expressions ClusterPerform arithmetic operations on polynomials.Standard A.APR.1Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.Local Objectives Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials Instructional Resources/Tools Unit 7.1 Unit 7.2 Unit 7.3AssessmentPre-Assessments Formative Assessments Quiz 7.1 Quiz 7.2 Quiz 7.3Summative Assessments Test 7Pacing:  ClusterUnderstand the relationship between zeros and factors of polynomials.Standard A.APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.Local Objectives Identify zeroes of polynomials when suitable factorizations are available. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Instructional Resources/Tools Unit 7.4 Unit 8.5AssessmentPre-Assessments Formative Assessments Quiz 7.4 Quiz 8.5Summative Assessments Test 7 Test 8Pacing:  Domain: Creating Equations ClusterCreate equations that describe numbers or relationships.Standard A.ACED.1Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.Local Objectives Create linear function equations in one variable and use them to solve problems Create inequality function equations in one variable and use them to solve problems Create absolute value inequality function equations in one variable and use them to solve problems Create equations and inequalities in one variable and use them to solve problems. Include equations arising from exponential functions. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential exponents. Instructional Resources/Tools Unit 1.1 – 1.2 Unit 1.3 Unit 1.4 Unit 2.1 Unit 2.2 Unit 2.3 – 2.4 Unit 2.5 Unit 2.6 Unit 6.5 Unit 9.3 Unit 9.4 Unit 9.5 Unit 10.3AssessmentPre-Assessments Formative Assessments Quiz 1.1 Quiz 1.2 Quiz 1.3 Quiz 2.1 Quiz 2.2 Quiz 2.3 Quiz 2.4 Quiz 2.5 Quiz 6.5 Quiz 9.3 Quiz 9.4 Quiz 9.5 Quiz 10.3Summative Assessments Test 1 Test 2 Test 6 Test 9 Test 10Pacing:  Domain: Creating Equations ClusterCreate equations that describe numbers or relationships.Standard A.ACED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.Local Objectives Graph equations on coordinate axis with labels and scales Create equations in two or more variables to represent relationships between quantities. Create equations in two or more variables to represent relationships between quantities (piecewise functions) Create equations in two or more variables to represent relationships between quantities: graph equations on coordinate axis with labels and scales. Instructional Resources/Tools Unit 3.2 Unit 3.3 Unit 3.4 Unit 3.5 Unit 3.7 Unit 4.1 Unit 4.2 Unit 4.3 Unit 4.7Unit 6.3 Unit 6.4 Unit 8.1 Unit 8.2 Unit 8.3 Unit 8.4 Unit 8.5 Unit 10.1 Unit 10.2AssessmentPre-Assessments Formative Assessments Quiz 3.2 Quiz 3.3 Quiz 3.4 Quiz 3.5 Quiz 3.7 Quiz 4.1 Quiz 4.2 Quiz 4.3 Quiz 4.7 Quiz 6.3 Quiz 6.4 Quiz 8.1 Quiz 8.2 Quiz 8.3 Quiz 8.4 Quiz 8.5 Quiz 10.1 Quiz 10.2Summative Assessments Test 3 Test 4 Test 6 Test 8 Test 10Pacing:  Domain: Creating Equations ClusterCreate equations that describe numbers or relationships.Standard A.ACED.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.Local Objectives Represent constraints by systems of equations and interpret solutions as viable or nonviable options in a modeling context. Instructional Resources/Tools Unit 5.1 Unit 5.2 Unit 5.3 Unit 5.4 Unit 5.5 Unit 5.6 Unit 5.7AssessmentPre-Assessments Formative Assessments Quiz 5.1 Quiz 5.2 Quiz 5.3 Quiz 5.4 Quiz 5.5 Quiz 5.6 Quiz 5.7Summative Assessments Test 5Pacing:  Standard A.ACED.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.Local Objectives Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Instructional Resources/Tools Unit 1.5 Unit 9.3AssessmentPre-Assessments Formative Assessments Quiz 1.4 Quiz 9.3Summative Assessments Test 1 Test 9Pacing:  Domain: Reasoning with Equations and Inequalities ClusterUnderstand solving equations as a process of reasoning and explain the reasoning.Standard A.REI.1Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.Local Objectives Explain each step in solving a simple equation as following from the equality of numbers arising from the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Instructional Resources/Tools Unit 1.1 – 1.2 Unit 6.5AssessmentPre-Assessments Formative Assessments Quiz 1.1 Quiz 6.5Summative Assessments Test 1 Test 6Pacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve equations and inequalities in one variable.Standard A.REI.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.Local Objectives Solve linear equations in one variable. By opposite operations. Solve inequalities in one variable using multiplication and division. Solve compound inequalities. Solve absolute value inequalities. Instructional Resources/Tools Unit 1.1 – 1.2 Unit 1.3 Unit 1.4 Unit 2.2 Unit 2.3 – 2.4 Unit 2.5 Unit 2.6AssessmentPre-Assessments Formative Assessments Quiz 1.1 Quiz 1.2 Quiz 1.3 Quiz 2.2 Quiz 2.3 Quiz 2.4 Quiz 2.5Summative Assessments Test 1 Test 2Pacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve equations and inequalities in one variable.Standard A.REI.4Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.Local Objectives Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a+bi for real numbers a and b. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x-p)^2=q that has the same solutions. Derive the quadratic formula from this form. Instructional Resources/Tools Unit 7.4 Unit 9.3 Unit 9.4 Unit 9.5AssessmentPre-Assessments Formative Assessments Quiz 7.4 Quiz 9.3 Quiz 9.4 Quiz 9.5Summative Assessments Test 7 Test 9Pacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve systems of equations.Standard A.REI.5Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.Local Objectives Prove that, given a system of two equation in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. Instructional Resources/Tools Unit 5.3AssessmentPre-Assessments Formative Assessments Quiz 5.3Summative Assessments Test 5Pacing:  Standard A.REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.Local Objectives Solve systems of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two variables. Instructional Resources/Tools Unit 5.1 Unit 5.2 Unit 5.3 Unit 5.4AssessmentPre-Assessments Formative Assessments Quiz 5.1 Quiz 5.2 Quiz 5.3 Quiz 5.4Summative Assessments Test 5Pacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve systems of equations.Standard A.REI.7Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.Local Objectives Solve a simple system consisting of a linear and a quadratic equation in two variables algebraically and graphically. Instructional Resources/Tools Unit 9.6AssessmentPre-Assessments Formative Assessments Quiz 9.6Summative Assessments Test 9Pacing:  ClusterRepresent and solve equations and inequalities graphically.Standard A.REI.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).Local Objectives Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a straight line). Instructional Resources/Tools Unit 3.2 Unit 3.7 Unit 4.7AssessmentPre-Assessments Formative Assessments Quiz 3.2 Quiz 3.7 Quiz 4.7Summative Assessments Test 3 Test 4Pacing:  Domain: Reasoning with Equations and Inequalities Standard A.REI.11Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.Local Objectives Explain why the x-coordinates of the points where the graph of the equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x); find the solution approximately, e.g. using technology to graph the function, or make tables of values. Include cases where f(x) and g(x) are linear or absolute value functions. Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x) =g(x); find the solutions approximately using technology to graph, or make tables. Explain why the x-coordinate of the points where the graphs of the equations=f(x) and y=g(x) intersect are the solutions of the equation f(x)-g(x); find the solutions approximately, e.g. using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. Instructional Resources/Tools Unit 5.5 Unit 6.5 Unit 9.2 Unit 9.6AssessmentPre-Assessments Formative Assessments Quiz 5.5 Quiz 6.5 Quiz 9.2 Quiz 9.6Summative Assessments Test 5 Test 6 Test 9Pacing:  Domain: Reasoning with Equations and Inequalities ClusterRepresent and solve equations and inequalities graphically.Standard A.REI.12Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.Local Objectives Graph the solutions to a linear inequality as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of corresponding half-planes. Instructional Resources/Tools Unit 5.6 Unit 5.7AssessmentPre-Assessments Formative Assessments Quiz 5.6 Quiz 5.7Summative Assessments Test 5Pacing:  Functions Overview DomainClusterInterpreting FunctionsUnderstand the concept of a function and use function notation Interpret functions that arise in applications in terms of the context Analyze functions using different representationsBuilding FunctionsBuild a function that models a relationship between two quantities Build new functions from existing functionsLinear, Quadratic, and Exponential ModelsConstruct and compare linear, quadratic, and exponential models and solve problems Interpret expressions for functions in terms of the situation they modelTrigonometric FunctionsExtend the domain of trigonometric functions using the unit circle Model periodic phenomena with trigonometric functions Prove and apply trigonometric identities Domain: Interpreting Functions ClusterUnderstand the concept of a function and use function notation.Standard F.IF.1Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).Local Objectives Understand that a function from one set (the Domain) to another set (the Range) assigns to each element of the domain exactly one element of the range If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x Instructional Resources/Tools Unit 3.1 Unit 3.3AssessmentPre-Assessments Formative Assessments Quiz 3.1 Quiz 3.3Summative Assessments Test 3Pacing:  Standard F.IF.2Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.Local Objectives Use function notation, evaluate functions for inputs in their domains Instructional Resources/Tools Unit 3.3AssessmentPre-Assessments Formative Assessments Quiz 3.3Summative Assessments Test 3Pacing:  Domain: Interpreting Functions ClusterUnderstand the concept of a function and use function notation.Standard F.IF.3Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n e" 1 (n is greater than or equal to 1).Local Objectives Recognize that sequences are functions. Recognize that the sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. Instructional Resources/Tools Unit 4.6 Unit 6.6 Unit 6.7AssessmentPre-Assessments Formative Assessments Quiz 4.6 Quiz 6.6 Quiz 6.7Summative Assessments Test 4 Test 6Pacing:  Domain: Interpreting Functions ClusterInterpret functions that arise in applications in terms of the context.Standard F.IF.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.Local Objectives For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Instructional Resources/Tools Unit 3.5 Unit 6.3 Unit 8.4 Unit 8.5 Unit 10.1 Unit 10.2AssessmentPre-Assessments Formative Assessments Quiz 3.5 Quiz 6.3 Quiz 8.4 Quiz 8.5 Quiz 10.1 Quiz 10.2Summative Assessments Test 3 Test 6 Test 8 Test 10Pacing:  Domain: Interpreting Functions ClusterInterpret functions that arise in applications in terms of the context.Standard F.IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.Local Objectives Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. Instructional Resources/Tools Unit 3.2AssessmentPre-Assessments Formative Assessments Quiz 3.2Summative Assessments Test 3Pacing:  Standard F.IF.6Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.Local Objectives Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Instructional Resources/Tools Unit 8.6 Unit 10.1 Unit 10.2AssessmentPre-Assessments Formative Assessments Quiz 8.6 Quiz 10.1 Quiz 10.2Summative Assessments Test 8 Test 10Pacing:  Domain: Interpreting Functions ClusterAnalyze functions using different representations.Standard F.IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.Local Objectives Graph linear and quadratic functions and show intercepts. Graph absolute value functions. Graph piecewise-defined functions, including step functions and absolute value functions. Graph exponential functions, showing intercepts and end behavior. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions, including step functions, and absolute value functions. Instructional Resources/Tools Unit 3.2 Unit 3.3 Unit 3.4 Unit 3.5 Unit 3.6 Unit 3.7 Unit 4.7Unit 6.3 Unit 6.4 Unit 8.1 Unit 8.2 Unit 8.3 Unit 9.2 Unit 10.1 Unit 10.2AssessmentPre-AssessmentsFormative AssessmentsSummative AssessmentsQuiz 3.2 Quiz 3.3 Quiz 3.4 Quiz 3.5 Quiz 3.6 Quiz 3.7 Quiz 4.7Quiz 6.3 Quiz 6.4 Quiz 8.1 Quiz 8.2 Quiz 8.3 Quiz 9.2 Quiz 10.1 Quiz 10.2Test 3 Test 4 Test 6 Test 8 Test 9 Test 10Pacing:  Domain: Interpreting Functions ClusterAnalyze functions using different representations.Standard F.IF.8Analyze functions using different representations. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^(12t), y = (1.2)^(t/10), and classify them as representing exponential growth and decay.Local Objectives Use the properties of exponents to interpret expressions for exponential functions. Classify as growth or decay. Use the properties of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. Instructional Resources/Tools Unit 6.4 Unit 8.5 Unit 9.4AssessmentPre-Assessments Formative Assessments Quiz 6.4 Quiz 8.5 Quiz 9.4Summative Assessments Test 6 Test 8 Test 9Pacing:  Domain: Interpreting Functions ClusterAnalyze functions using different representations.Standard F.IF.9Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.Local Objectives Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). Instructional Resources/Tools Unit 3.3 Unit 6.3 Unit 8.3 Unit 10.1 Unit 10.2AssessmentPre-Assessments Formative Assessments Quiz 3.3 Quiz 6.3 Quiz 8.3 Quiz 10.1 Quiz 10.2Summative Assessments Test 3 Test 6 Test 8 Test 10Pacing:  Domain: Building Functions ClusterBuild a function that models a relationship between two quantities.Standard F.BF.1Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.Local Objectives Determine an explicit expression, a recursive process, or steps for calculation from a process. Determine an explicit expression for calculation from a context Instructional Resources/Tools Unit 4.1 Unit 4.2 Unit 4.6 Unit 6.3 Unit 6.4 Unit 6.7 Unit 8.4 Unit 8.5 Unit 8.6AssessmentPre-Assessments Formative Assessments Quiz 4.1 Quiz 4.2 Quiz 4.6 Quiz 6.3 Quiz 6.4 Quiz 6.7 Quiz 8.4 Quiz 8.5 Quiz 8.6Summative Assessments Test 4 Test 6 Test 8Pacing:  Domain: Building Functions ClusterBuild a function that models a relationship between two quantities.Standard F.BF.2Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.Local Objectives Write arithmetic sequences explicitly and use to model situations. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. Instructional Resources/Tools Unit 4.6 Unit 6.6 Unit 6.7AssessmentPre-Assessments Formative Assessments Quiz 4.6 Quiz 6.6 Quiz 6.7Summative Assessments Test 4 Test 6Pacing:  Domain: Building Functions ClusterBuild new functions from existing functions.Standard F.BF.3Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.Local Objectives Identify the effect on the graph for the transformations on f(x): f(x)+k, af(x), f(x/b), and f(x-h) for both positive and negative constants; find the value of the constants given the graphs. Experiment with cases and illustrate an explanation of the types of the effects on the graph using technology. Include recognizing even and odd functions from the graphs and algebraic expressions for them. Identify the effect on the graph of replacing f(x)by f(x)+k, kf(x),f(kx), and f(x+k) for specific values of k(both positive and negative); find the value of k given the graphs. Identify the effect on the graph of replacing f(x) by kf(x). Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Instructional Resources/Tools Unit 3.6 Unit 3.7 Unit 6.3 Unit 8.1 Unit 8.2 Unit 8.4AssessmentPre-Assessments Formative Assessments Quiz 3.6 Quiz 3.7 Quiz 6.3 Quiz 8.1 Quiz 8.2 Quiz 8.4Summative Assessments Test 3 Test 6 Test 8Pacing:  Domain: Building Functions ClusterBuild new functions from existing functions.Standard F.BF.4Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2(x^3) or f(x) = (x+1)/(x-1) for x `" 1 (x not equal to 1). Verify by composition that one function is the inverse of another. Read values of an inverse function from a graph or a table, given that the function has an inverse. Produce an invertible function from a non-invertible function by restricting the domain.Local Objectives Solve an equation of the form f(x)=c for a simple function f that has an inverse and write an expression for the inverse. Instructional Resources/Tools Unit 10.4AssessmentPre-Assessments Formative Assessments Quiz 10.4Summative Assessments Test 10Pacing:  Domain: Linear, Quadratic, and Exponential Models ClusterConstruct and compare linear, quadratic, and exponential models and solve problems.Standard F.LE.1Distinguish between situations that can be modeled with linear functions and with exponential functions. Prove that linear functions grow by equal differences over equal intervals and that exponential functions grow by equal factors over equal intervals. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.Local Objectives Recognize situations in which one quantity changes at a constant rate per unit interval relative to another Distinguish between situations that can be modeled with linear functions and with exponential functions. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. Instructional Resources/Tools Unit 3.2 Unit 4.1 Unit 4.2 Unit 6.3 Unit 6.4AssessmentPre-Assessments Formative Assessments Quiz 3.2 Quiz 4.1 Quiz 4.2 Quiz 6.3 Quiz 6.4Summative Assessments Test 3 Test 4 Test 6Pacing:  Domain: Linear, Quadratic, and Exponential Models ClusterConstruct and compare linear, quadratic, and exponential models and solve problems.Standard F.LE.2Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).Local Objectives Construct linear equations given a graph Construct arithmetic sequence functions given a graph, a description of a relationship, or two input-output pairs (including reading these from a table). Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading from a table). Instructional Resources/Tools Unit 4.1 Unit 4.2 Unit 4.3 Unit 4.6 Unit 6.3 Unit 6.4 Unit 6.6 Unit 6.7AssessmentPre-Assessments Formative Assessments Quiz 4.1 Quiz 4.2 Quiz 4.3 Quiz 4.6 Quiz 6.3 Quiz 6.4 Quiz 6.6 Quiz 6.7Summative Assessments Test 4 Test 6Pacing:  Domain: Linear, Quadratic, and Exponential Models ClusterConstruct and compare linear, quadratic, and exponential models and solve problems.Standard F.LE.3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.Local Objectives Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. Instructional Resources/Tools Unit 8.6AssessmentPre-Assessments Formative Assessments Quiz 8.6Summative Assessments Test 8Pacing:  ClusterInterpret expressions for functions in terms of the situation they model.Standard F.LE.5Interpret the parameters in a linear or exponential function in terms of a context.Local Objectives Interpret the parameters in a linear function in terms of a context. Interpret the parameters in a linear or exponential function in terms of a context. Instructional Resources/Tools Unit 3.5 Unit 4.4 Unit 4.5AssessmentPre-Assessments Formative Assessments Quiz 3.5 Quiz 4.4 Quiz 4.5Summative Assessments Test 3 Test 4Pacing:  Statistics and Probability Overview DomainClusterInterpreting Categorical and Quantitative DataSummarize, represent, and interpret data on a single count or measurement variable Summarize, represent, and interpret data on two categorical and quantitative variables Interpret linear modelsMaking Inferences and Justifying ConclusionsUnderstand and evaluate random processes underlying statistical experiments Make inferences and justify conclusions from sample surveys, experiments and observational studiesConditional Probability and the Rules of ProbabilityUnderstand independence and conditional probability and use them to interpret data Use the rules of probability to compute probabilities of compound events in a uniform probability modelUsing Probability to Make DecisionsCalculate expected values and use them to solve problems Use probability to evaluate outcomes of decisions Domain: Interpreting Categorical and Quantitative Data ClusterApply geometric concepts in modeling situations.Standard S.ID.1Represent data with plots on the real number line (dot plots, histograms, and box plots).Local Objectives Represent data with plots on the real number line (dot plots, histograms, and box plots). Instructional Resources/Tools Unit 11.2 Unit 11.3 Unit 11.5AssessmentPre-Assessments Formative Assessments Quiz 11.2 Quiz 11.3 Quiz 11.5Summative Assessments Test 11Pacing:  Standard S.ID.2Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.Local Objectives Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Instructional Resources/Tools Unit 11.3AssessmentPre-Assessments Formative Assessments Quiz 11.3Summative Assessments Test 11Pacing:  Domain: Interpreting Categorical and Quantitative Data ClusterApply geometric concepts in modeling situations.Standard S.ID.3Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).Local Objectives Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points. Instructional Resources/Tools Unit 11.1 Unit 11.2 Unit 11.3AssessmentPre-Assessments Formative Assessments Quiz 11.1 Quiz 11.2 Quiz 11.3Summative Assessments Test 11Pacing:  ClusterSummarize, represent, and interpret data on two categorical and quantitative variables.Standard S.ID.5Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.Local Objectives Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. Instructional Resources/Tools Unit 11.4 AssessmentPre-Assessments Formative Assessments Quiz 11.4Summative Assessments Test 11Pacing:  Domain: Interpreting Categorical and Quantitative Data ClusterSummarize, represent, and interpret data on two categorical and quantitative variables.Standard S.ID.6Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. Informally assess the fit of a function by plotting and analyzing residuals. Fit a linear function for a scatter plot that suggests a linear association.Local Objectives Fit a function to the data Fit a linear function for a scatter plot that suggests a linear association Informally assess the fit of a function by plotting and analyzing residuals Instructional Resources/Tools Unit 4.4 Unit 4.5AssessmentPre-Assessments Formative Assessments Quiz 4.4 Quiz 4.5Summative Assessments Test 4Pacing:  ClusterInterpret linear models.Standard S.ID.7Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.Local Objectives Interpret the slope (rate of change) and the intercept of a linear model in the context of the data. Instructional Resources/Tools Unit 4.4 Unit 4.5 AssessmentPre-Assessments Formative Assessments Quiz 4.4 Quiz 4.5Summative Assessments Test 4Pacing:  Domain: Interpreting Categorical and Quantitative Data ClusterInterpret linear models.Standard S.ID.8Compute (using technology) and interpret the correlation coefficient of a linear fit.Local Objectives Compute (using technology) and interpret the correlation coefficient of a linear fit. Instructional Resources/Tools Unit 4.5 AssessmentPre-Assessments Formative Assessments Quiz 4.5Summative Assessments Test 4Pacing:  Standard S.ID.9Distinguish between correlation and causation.Local Objectives Distinguish between correlation and causation. Instructional Resources/Tools Unit 4.5 AssessmentPre-Assessments Formative Assessments Quiz 4.5Summative Assessments Test 4Pacing:  ALGEBRA II Number and Quantity Overview DomainClusterThe Real Number SystemExtend the properties of exponents to rational exponents Use properties of rational and irrational numbersQuantitiesReason quantitatively and use units to solve problemsThe Complex Number SystemPerform arithmetic operations with complex numbers Represent complex numbers and their operations on the complex plane Use complex numbers in polynomials identities and equationsVector and Matrix QuantitiesRepresent and model with vector quantities Perform operations on vectors Perform operations on matrices and use matrices in applications Domain: The Real Number System ClusterExtend the properties of exponents to rational exponents.Standard N.RN.1Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want [5^(1/3)]^3 = 5^[(1/3) x 3] to hold, so [5^(1/3)]^3 must equal 5.Local Objectives Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships- Instructional Resources/Tools Ch 8.6, 8.7, 8.8, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard N.RN.2Rewrite expressions involving radicals and rational exponents using the properties of exponents.Local Objectives Standard Instructional Resources/Tools Ch 8.6, 8.8, supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Quantities Standard N.Q.2Define appropriate quantities for the purpose of descriptive modeling.Local Objectives Determine appropriate quantities for write models. Instructional Resources/Tools 2.7, 5.8, 6.9, 7.8, 9.6, supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: The Complex Number System ClusterPerform arithmetic operations with complex numbers.Standard N.CN.1Know there is a complex number i such that i^2 = "1, and every complex number has the form a + bi with a and b real.Local Objectives Students should be able to find complete roots when taking a square root, completing the square or using the quadratic formula. Instructional Resources/Tools Ch 5.5, 5.6, supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard N.CN.2Use the relation i^2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.Local Objectives Standard Instructional Resources/Tools Ch 5.9, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard N.CN.3Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.Local Objectives Standard Instructional Resources/Tools Ch 5.9, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: The Complex Number System ClusterRepresent complex numbers and their operations on the complex plane.Standard N.CN.4Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number. Local Objectives Perform addition, subtraction and multiplication of complex numbers and graph the results in the complex plane- Instructional Resources/Tools Ch 5.5, 5.9, supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard N.CN.5Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (-1 + "3i)^3 = 8 because (-1 + "3i) has modulus 2 and argument 120°.Local Objectives Perform addition, subtraction and multiplication of complex numbers and graph the results in the complex plane- Instructional Resources/Tools Ch 5.5, 5.9, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard N.CN.6Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.Local Objectives Standard Instructional Resources/Tools Ch.5.9, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: The Complex Number System ClusterDefine, evaluate, and compare functions.Standard N.CN.7Solve quadratic equations with real coefficients that have complex solutions.Local Objectives Standard Instructional Resources/Tools Ch 5.5, 5.6, 5.4, supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard N.CN.8Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).Local Objectives Standard Instructional Resources/Tools Ch 6.5, 6.6, supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard N.CN.9Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.Local Objectives Students should be able to use the fundamental Theorem of Algebra to determine the number of roots of a polynomial. Instructional Resources/Tools Ch 6.5. 6.6, supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Algebra Overview DomainClusterSeeing Structure in ExpressionsInterpret the structure of expressions Write expressions in equivalent forms to solve problemsArithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomials Understand the relationship between zeros and factors of polynomials Use polynomials identities to solve problems Rewrite rational expressionsCreating EquationsCreate equations that describe numbers or relationshipsReasoning with Equations and InequalitiesUnderstand solving equations as a process of reasoning and explain the reasoning Solve equations and inequalities in one variable Solve systems of equations Represent and solve equations and inequalities graphically Domain: Seeing Structure in Expressions ClusterInterpret the structure of expressions.Standard A.SSE.1Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as the product of P and a factor not depending on P.Local Objectives Standard Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships. Formulate and solve nonlinear equations and systems including problems involving inverse variation and exponential and logarithmic growth and decay. Instructional Resources/Tools Ch. 1.4, 1.7, Ch. 2, Ch. 5, Ch. 6, Ch. 7, Ch. 8, Ch. 9 , supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.SSE.2Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).Local Objectives Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships. Instructional Resources/Tools Ch. 5.3, 6.4, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Seeing Structure in Expressions ClusterWrite expressions in equivalent forms to solve problems.Standard A.SSE.3Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Factor a quadratic expression to reveal the zeros of the function it defines. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^t can be rewritten as [1.15^(1/12)]^(12t) H" 1.012^(12t) to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.Local Objectives Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts Identify, represent and apply numbers expressed in exponential, logarithmic and scientific notation using contemporary technology Use dimensional analysis to determine units and check answers in applied measurement problems Instructional Resources/Tools Ch. 1.4, 1.5, 5.3, 5.4, 7.1, 7.7, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.SSE.4Write expressions in equivalent forms to solve problems. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.Local Objectives Standard Instructional Resources/Tools Ch. 1.4, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Arithmetic with Polynomials and Rational Expressions ClusterPerform arithmetic operations on polynomials.Standard A.APR.1Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.Local Objectives Standard Instructional Resources/Tools Ch. 6.1, 6.2, 6.3, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  ClusterUnderstand the relationship between zeros and factors of polynomials.Standard A.APR.2Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).Local Objectives Formulate and solve nonlinear equations and systems including problems involving inverse variation and exponential and logarithmic growth and decay Instructional Resources/Tools Ch. 6.4, 6.5, 6.6, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.Local Objectives Formulate and solve nonlinear equations and systems including problems involving inverse variation and exponential and logarithmic growth and decay- Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts- Instructional Resources/Tools Ch. 6.4, 6.5, 6.6, 6.7, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Arithmetic with Polynomials and Rational Expressions Standard A.APR.5Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.Local Objectives Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships- Instructional Resources/Tools Ch. 6.2, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  ClusterRewrite rational expressions.Standard A.APR.6Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.Local Objectives Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships- Instructional Resources/Tools Ch 8.2, 8.3, 8.4, 8.5, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.APR.7Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.Local Objectives Standard Instructional Resources/Tools Ch 8.2, 8.3, 8.4, 8.5, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Creating Equations ClusterCreate equations that describe numbers or relationships.Standard A.ACED.1Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.Local Objectives Apply nonlinear scales to solve practical problems- Instructional Resources/Tools Ch 2.4, 2.8, 5.7, 6.4, 6.5, 6.6, 7.5, 8.8, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.ACED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.Local Objectives Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships- Instructional Resources/Tools Ch 2.4, 3.5, 3.6, 5.8, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Creating Equations ClusterCreate equations that describe numbers or relationships.Standard A.ACED.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.Local Objectives Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships- Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts- Instructional Resources/Tools Ch 3.1, 3.2, 3.3, 3.4, 3.6, 10.7, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.ACED.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.Local Objectives Standard Instructional Resources/Tools Ch 2.1, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Reasoning with Equations and Inequalities ClusterUnderstand solving equations as a process of reasoning and explain the reasoning.Standard A.REI.1Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.Local Objectives Apply nonlinear scales to solve practical problems- Instructional Resources/Tools Ch 2.1, 2.2, 3, 4.4, 4.5, 4.6, 5.3, 5.4, 5.5, 5.6, 7.5, 10.7, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.REI.2Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.Local Objectives Formulate and solve nonlinear equations and systems including problems involving inverse variation and exponential and logarithmic growth and decay- Instructional Resources/Tools Ch 6.5, 6.6, 8.5, 8.6, 8.8, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve equations and inequalities in one variable.Standard A.REI.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.Local Objectives Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts- Instructional Resources/Tools Ch 2.4, 2.8, 5.7, 6.4, 6.5, 6.6, 7.5, 8.8, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.REI.4Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.Local Objectives Determine the level of accuracy needed for computations involving measurement and irrational numbers Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts. Formulate and solve nonlinear equations and systems including problems involving inverse variation and exponential and logarithmic growth and decay. Instructional Resources/Tools Ch 5.3, 5.4, 5.5, 5.6, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve systems of equations.Standard A.REI.5Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.Local Objectives Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts- Instructional Resources/Tools Ch 3.1, 3.2, 3.4, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.Local Objectives Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts- Instructional Resources/Tools Ch 3.1, 3.2, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve systems of equations.Standard A.REI.7Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.Local Objectives Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts- Instructional Resources/Tools Ch. 10.7, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Reasoning with Equations and Inequalities ClusterRepresent and solve equations and inequalities graphically.Standard A.REI.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).Local Objectives Standard Instructional Resources/Tools Ch 2.1, 2.3, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard A.REI.11Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.Local Objectives Standard Instructional Resources/Tools Ch3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 10.7, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  ClusterRepresent and solve equations and inequalities graphically.Standard A.REI.12Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.Local Objectives Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts- Ch 2.5, 3.3, 5.7 Instructional Resources/Tools Ch 2.5, 3.3, 5.7, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Functions Overview DomainClusterInterpreting FunctionsUnderstand the concept of a function and use function notation Interpret functions that arise in applications in terms of the context Analyze functions using different representationsBuilding FunctionsBuild a function that models a relationship between two quantities Build new functions from existing functionsLinear, Quadratic, and Exponential ModelsConstruct and compare linear, quadratic, and exponential models and solve problems Interpret expressions for functions in terms of the situation they modelTrigonometric FunctionsExtend the domain of trigonometric functions using the unit circle Model periodic phenomena with trigonometric functions Prove and apply trigonometric identities Domain: Interpreting Functions ClusterUnderstand the concept of a function and use function notation.Standard F.IF.1Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).Local Objectives Standard Instructional Resources/Tools Ch 1.6, 1.7, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard F.IF.2Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.Local Objectives Standard Instructional Resources/Tools Ch 1.6, 1.7, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Interpreting Functions ClusterUnderstand the concept of a function and use function notation.Standard F.IF.3Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n e" 1 (n is greater than or equal to 1).Local Objectives Standard Instructional Resources/Tools supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  ClusterInterpret functions that arise in applications in terms of the context.Standard F.IF.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.Local Objectives Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied context Instructional Resources/Tools Ch 5, Ch6, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Interpreting Functions ClusterInterpret functions that arise in applications in terms of the context.Standard F.IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.Local Objectives Perform addition, subtraction and multiplication of complex numbers and graph the results in the complex plane- Apply nonlinear scales to solve practical problems- Instructional Resources/Tools Ch 2, 5, 6, 7, 8, 10 supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard F.IF.6Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.Local Objectives Standard Instructional Resources/Tools Ch 2.1, 2.3, 2.4, 2.7, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Interpreting Functions ClusterAnalyze functions using different representations.Standard F.IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.Local Objectives Identify, represent and apply numbers expressed in exponential, logarithmic and scientific notation using contemporary technology- 7.1, 7.2, 7.3, 7.5 Instructional Resources/Tools Ch 2, 5, 6, 7, 8, 10, 2.3, 5.3, 2.8, 2.9, 8.6, 8.7, 8.8, 9.1, 9.2, 6.5, 6.6, 6.7, 6.8, Ch 7, 8.4, 8.5 supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard F.IF.8Analyze functions using different representations. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^(12t), y = (1.2)^(t/10), and classify them as representing exponential growth and decay.Local Objectives Identify, represent and apply numbers expressed in exponential, logarithmic and scientific notation using contemporary technology. Standard Instructional Resources/Tools Ch 2.3, 5.4, 5.3, 5.2, 5.5 Ch 7.1, 7.2, 7.3, 7.5 supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Interpreting Functions ClusterAnalyze functions using different representations.Standard F.IF.9Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.Local Objectives Compare functions to each other, in different representations. Instructional Resources/Tools Ch 2, 3, 5, 6, 7, 8, 9, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Building Functions ClusterBuild a function that models a relationship between two quantities.Standard F.BF.1Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.Local Objectives Modeling data using functions(write the equation) Operations with functions Composition of functions Instructional Resources/Tools Ch 2, 5, 6, 7, 8, 9, 10, 9.4, supplemental worksheetAssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  ClusterBuild new functions from existing functions.Standard F.BF.3Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.Local Objectives Apply transformations onto parent functions in all forms: equation, table, graph Instructional Resources/Tools Ch 1, 2, 5, 6, 7, 8, 9, 10, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Building Functions Standard F.BF.4Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2(x^3) or f(x) = (x+1)/(x-1) for x `" 1 (x not equal to 1). Verify by composition that one function is the inverse of another. Read values of an inverse function from a graph or a table, given that the function has an inverse. Produce an invertible function from a non-invertible function by restricting the domain.Local Objectives Standard in all forms, equation, table, graph Instructional Resources/Tools Ch 1, 5, 7, 9, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  ClusterBuild new functions from existing functions.Standard F.BF.5Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.Local Objectives Standard Solve problems involving loans, mortgages and other practical applications involving geometric patterns of growth. Apply nonlinear scales to solve practical problems Instructional Resources/Tools Ch 7, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Linear, Quadratic, and Exponential Models ClusterConstruct and compare linear, quadratic, and exponential models and solve problems.Standard F.LE.1Distinguish between situations that can be modeled with linear functions and with exponential functions. Prove that linear functions grow by equal differences over equal intervals and that exponential functions grow by equal factors over equal intervals. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.Local Objectives Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships, compare slope of lines to rates of change for other functions. Solve problems involving loans, mortgages and other practical applications involving geometric patterns of growth. Instructional Resources/Tools Ch 2.3, Ch 5, Ch 6, ch.7, 9 supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard F.LE.2Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).Local Objectives Create functions for linear and exponential functions, including both arithmetic and geometric sequences, both recursively and explicately, from graphs, tables, and sets of points. Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships- Instructional Resources/Tools Ch 2.4, 7.8, 9.6, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Linear, Quadratic, and Exponential Models ClusterConstruct and compare linear, quadratic, and exponential models and solve problems.Standard F.LE.3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.Local Objectives Standard Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships. Instructional Resources/Tools Ch 5.8, 6.8, 7.8, 9.6, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard F.LE.4For exponential models, express as a logarithm the solution to ab^(ct) = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.Local Objectives Identify, represent, and apply numbers expressed in exponential, logarithmic and scientific notation using contemporary technology Solve problems involving loans, mortgages and other practical applications involving geometric patterns of growth Instructional Resources/Tools Ch 7.5, 7.6, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Linear, Quadratic, and Exponential Models ClusterInterpret expressions for functions in terms of the situation they model.Standard F.LE.5Interpret the parameters in a linear or exponential function in terms of a context.Local Objectives Identify, represent, and apply numbers expressed in exponential, logarithmic and scientific notation using contemporary technology. Instructional Resources/Tools Ch 2, 7, supplemental worksheet AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Statistics and Probability Overview DomainClusterInterpreting Categorical and Quantitative DataSummarize, represent, and interpret data on a single count or measurement variable Summarize, represent, and interpret data on two categorical and quantitative variables Interpret linear modelsMaking Inferences and Justifying ConclusionsUnderstand and evaluate random processes underlying statistical experiments Make inferences and justify conclusions from sample surveys, experiments and observational studiesConditional Probability and the Rules of ProbabilityUnderstand independence and conditional probability and use them to interpret data Use the rules of probability to compute probabilities of compound events in a uniform probability modelUsing Probability to Make DecisionsCalculate expected values and use them to solve problems Use probability to evaluate outcomes of decisions Domain: Interpreting Categorical and Quantitative Data ClusterSummarize, represent, and interpret data on two categorical and quantitative variables.Standard S.ID.6Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. Informally assess the fit of a function by plotting and analyzing residuals. Fit a linear function for a scatter plot that suggests a linear association.Local Objectives Write models/equations to represent data in tables. Instructional Resources/Tools Ch 2.7, 5.8, 6.9, 7.8, 9.6, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  ClusterInterpret linear models.Standard S.ID.7Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.Local Objectives Explain the meeting of the slope and y-intercept of a linear model in terms of the context of the data. Instructional Resources/Tools Ch 2.7, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Interpreting Categorical and Quantitative Data ClusterInterpret linear models.Standard S.ID.8Compute (using technology) and interpret the correlation coefficient of a linear fit.Local Objectives Standard Instructional Resources/Tools Ch 2.7, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Standard S.ID.9Distinguish between correlation and causation.Local Objectives Standard Instructional Resources/Tools Ch 2.7, 5.8, 6.9, 7.8, 9.6, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Making Inferences and Justifying Conclusions Standard S.IC.2Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0. 5. Would a result of 5 tails in a row cause you to question the model?Local Objectives Compute probabilities in counting situations involving permutations and combinations Instructional Resources/Tools Ch 11.1, 11.4, supplemental worksheets AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  APPLIED MATH CONCEPTS I Algebra Overview DomainClusterSeeing Structure in ExpressionsInterpret the structure of expressions Write expressions in equivalent forms to solve problemsArithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomials Understand the relationship between zeros and factors of polynomials Use polynomials identities to solve problems Rewrite rational expressionsCreating EquationsCreate equations that describe numbers or relationshipsReasoning with Equations and InequalitiesUnderstand solving equations as a process of reasoning and explain the reasoning Solve equations and inequalities in one variable Solve systems of equations Represent and solve equations and inequalities graphically Domain: Seeing Structure in Expressions ClusterInterpret the structure of expressions.Standard A.SSE.1Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as the product of P and a factor not depending on P.Local Objectives Use linear equations to solve problems- Ch 6.1, 6.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4Summative Assessments Chpt 6 TestPacing:  Domain: Seeing Structure in Expressions ClusterWrite expressions in equivalent forms to solve problems.Standard A.SSE.3Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Factor a quadratic expression to reveal the zeros of the function it defines. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^t can be rewritten as [1.15^(1/12)]^(12t) H" 1.012^(12t) to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.Local Objectives Solve linear equations, solve linear equations containing fractions, solve a formula for a variable- Ch 6.2 Identify equations with no solution or infinitely many solutions- Ch 6.2 Multiply binomials using the FOILO method, factor trinomials, solve quadratic equations by factoring, solve quadratic equations using the quadratic equations- Ch 6.6 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4Summative Assessments Chpt 6 TestPacing:  Domain: Creating Equations ClusterCreate equations that describe numbers or relationships.Standard A.ACED.1Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.Local Objectives Graph subsets of real numbers on a number line, solve linear inequalities, solve applied problems using linear inequalities- Ch 6.5 Graph linear inequality in two variables, use mathematical models involving linear inequalities, graph a system of linear inequalities- Ch 7.4 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 6, 7 TestPacing:  Standard A.ACED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.Local Objectives Plot points in the rectangular coordinate system, graph equations in the rectangular coordinate system, use f(x) notation, graph functions, use the vertical line test, obtain information about a function from its graph- Ch 7.1 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Domain: Reasoning with Equations and Inequalities ClusterUnderstand solving equations as a process of reasoning and explain the reasoning.Standard A.REI.1Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.Local Objectives Use linear equations to solve problems- Ch 6.1, 6.3, 6.4, 6.5 Solve proportions, solve problems using proportions, solve direct variation problems, solve inverse variation problems Graph subsets of real number on a number line, solve linear inequalities, solve applied problems using linear inequalities Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4Summative Assessments Chpt 6 TestPacing:  ClusterSolve equations and inequalities in one variable.Standard A.REI.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.Local Objectives Graph subsets of real numbers on a number line, solve linear inequalities, solve applied problems using linear inequalities- Ch 6.5 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 7 TestPacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve systems of equations.Standard A.REI.5Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.Local Objectives Decide whether an ordered pair is a solution of a linear equation, solve linear systems by graphing, solve linear systems by substitution, solve linear systems by addition, identify systems that do not have exactly one ordered pair solution, solve problems using systems of linear equations- Ch 7.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Standard A.REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.Local Objectives Decide whether an ordered pair is a solution of a linear equation, solve linear systems by graphing, solve linear systems by substitution, solve linear systems by addition, identify systems that do not have exactly one ordered pair solution, solve problems using systems of linear equations- Ch 7.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.3Summative Assessments Chpt 7 TestPacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve systems of equations.Standard A.REI.7Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.Local Objectives Decide whether an ordered pair is a solution of a linear equation, solve linear systems by graphing, solve linear systems by substitution, solve linear systems by addition, identify systems that do not have exactly one ordered pair solution, solve problems using systems of linear equations- Ch 7.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  ClusterRepresent and solve equations and inequalities graphically.Standard A.REI.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).Local Objectives Graph linear inequality in two variables, use mathematical models involving linear inequalities, graph a system of linear inequalities- Ch 7.4 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Domain: Reasoning with Equations and Inequalities Standard A.REI.11Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.Local Objectives Decide whether an ordered pair is a solution of a linear equation, solve linear systems by graphing, solve linear systems by substitution, solve linear systems by addition, identify systems that do not have exactly one ordered pair solution, solve problems using systems of linear equations- Ch 7.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Functions Overview DomainClusterInterpreting FunctionsUnderstand the concept of a function and use function notation Interpret functions that arise in applications in terms of the context Analyze functions using different representationsBuilding FunctionsBuild a function that models a relationship between two quantities Build new functions from existing functionsLinear, Quadratic, and Exponential ModelsConstruct and compare linear, quadratic, and exponential models and solve problems Interpret expressions for functions in terms of the situation they modelTrigonometric FunctionsExtend the domain of trigonometric functions using the unit circle Model periodic phenomena with trigonometric functions Prove and apply trigonometric identities Domain: Interpreting Functions ClusterUnderstand the concept of a function and use function notation.Standard F.IF.1Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).Local Objectives Solve linear equations, solve linear equations containing fractions, solve a formula for a variable, identify equations with no solution or infinitely many solutions- Ch 6.2-6.6, 1.6, 1.7 Use linear equations to solve problems Solve proportions, solve problems using proportions, solve direct variation problems, solve inverse variation problems Graph subsets of real numbers on a number line, solve linear inequalities, solve applied problems using linear inequalities Multiply binomials using the FOILO method, factor trinomials, solve quadratic equations by factoring, solve quadratic equations using the quadratic formula, solve problems modeled by quadratic equations Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4Summative Assessments Chpt 6 TestPacing:  Standard F.IF.2Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.Local Objectives Solve linear equations, solve linear equations containing fractions, solve a formula for a variable, identify equations with no solution or infinitely many solutions- Ch 6.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4Summative Assessments Chpt 6 TestPacing:  Domain: Interpreting Functions ClusterInterpret functions that arise in applications in terms of the context.Standard F.IF.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.Local Objectives Plot points in the rectangular coordinate system, graph equations in the rectangular coordinate system, use f(x) notation, graph functions, use the vertical line test, obtain information about a function from its graph- Ch 7 Use intercepts to graph a linear equation, calculate slope, use the slope and y-intercept to graph a line, graph horizontal or vertical lines, interpret slope as a rate of change, use slope and y-intercept to model data. Decide whether an ordered pair is a solution of a linear equation, solve linear systems by graphing, solve linear equations by substitution, solve linear systems by addition, identify systems that do not have exactly one ordered-pair solution, solve problems using systems of linear equations Graph linear inequality in two variables, use mathematical models involving linear inequalities, graph a system of linear inequalities. Write an objective function describing a quantity that must be maximized or minimized, use inequalities to describe limitations in a situation, use linear programming to solve problems. Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Domain: Interpreting Functions ClusterInterpret functions that arise in applications in terms of the context.Standard F.IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.Local Objectives Use intercepts to graph a linear equation, calculate slope, use the slope and y-intercept to graph a line, graph horizontal or vertical lines, interpret slope as rate of change, use slope and y-intercept to model data.- Ch 7.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Standard F.IF.6Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.Local Objectives Plot points in the rectangular coordinate system, graph equations in the rectangular coordinate system, use f(x) notation, graph functions, use the vertical line test, obtain information about a function from its graph- Ch 7.1, 7.2 Use intercepts to graph a linear equation, calculate slope, use the slope and y-intercept to graph a line, graph horizontal or vertical lines, interpret slope as rate of change, use slope and y-intercept to model data Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Domain: Interpreting Functions ClusterAnalyze functions using different representations.Standard F.IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.Local Objectives Plot points in the rectangular coordinate system, graph equations in the rectangular coordinate system, use f(x) notation, graph functions, use the vertical line test, obtain information about a function from its graph- Ch 7.1 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Standard F.IF.8Analyze functions using different representations. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^(12t), y = (1.2)^(t/10), and classify them as representing exponential growth and decay.Local Objectives Multiply binomials using the FOILO method, factor trinomials, solve quadratic equations by factoring, solve quadratic equations using the quadratic formula, solve problems modeled by quadratic equations- Ch 6.6 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 6 TestPacing:  Domain: Interpreting Functions ClusterAnalyze functions using different representations.Standard F.IF.9Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.Local Objectives Use intercepts to graph a linear equation, calculate slope, use the slope and y-intercept to graph a line, graph horizontal or vertical lines, interpret slope as rate of change, use slope and y-intercept to model data- Ch 7.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 7.1-7.4Summative Assessments Chpt 7 TestPacing:  Domain: Building Functions ClusterBuild a function that models a relationship between two quantities.Standard F.BF.1Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.Local Objectives Solve linear equations, solve linear equations containing fractions, solve a formula for a variable, identify equations with no solution or infinitely many solutions- Ch 6.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4Summative Assessments Chpt 6 TestPacing:  Statistics and Probability Overview DomainClusterInterpreting Categorical and Quantitative DataSummarize, represent, and interpret data on a single count or measurement variable Summarize, represent, and interpret data on two categorical and quantitative variables Interpret linear modelsMaking Inferences and Justifying ConclusionsUnderstand and evaluate random processes underlying statistical experiments Make inferences and justify conclusions from sample surveys, experiments and observational studiesConditional Probability and the Rules of ProbabilityUnderstand independence and conditional probability and use them to interpret data Use the rules of probability to compute probabilities of compound events in a uniform probability modelUsing Probability to Make DecisionsCalculate expected values and use them to solve problems Use probability to evaluate outcomes of decisions Domain: Interpreting Categorical and Quantitative Data ClusterApply geometric concepts in modeling situations.Standard S.ID.1Represent data with plots on the real number line (dot plots, histograms, and box plots).Local Objectives Solve linear equations, solve linear equations containing fractions, solve a formula for a variable, identify equations with no solution or infinitely many solutions- Ch 6.1, 6.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 6.1-6.4Summative Assessments Chpt 6 TestPacing:  Domain: Conditional Probability and the Rules of Probability ClusterUnderstand independence and conditional probability and use them to interpret data.Standard S.CP.1Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).Local Objectives Use three methods to represent sets, define and recognize the empty set, use the symbols for set membership, apply set notation to sets of natural numbers, determine a set’s cardinal number, recognize equivalent sets, distinguish between finite and infinite sets, recognize equal sets- Ch 2 Recognize subsets and use the notation, recognize proper subsets and use the notation, determine the number of subsets of a set, apply concepts of subsets and equivalent sets of infinite sets. Understand the meaning of a universal set, understand the basic ideas of a Venn diagram, use Venn diagrams to visualize relationships between two sets, find the compliment of a set, find the intersection of two sets, find the union of two sets, perform operations with sets, determine sets involving set operations from a Venn diagram, understand the meaning of “and” and “or”, use the formula for n(union) Perform set operations with three sets, use Venn diagrams with three sets, use Ven diagrams to prove equality of sets Use Venn diagrams to visualize a survey’s results. Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 2.1-2.4Summative Assessments Chpt 2 TestPacing:  Domain: Conditional Probability and the Rules of Probability Standard S.CP.2Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.Local Objectives Use three methods to represent sets, define and recognize the empty set, use the symbols for set membership, apply set notation to sets of natural numbers, determine a set’s cardinal number, recognize equivalent sets, distinguish between finite and infinite sets, recognize equal sets- Ch 2 Recognize subsets and use the notation, recognize proper subsets and use the notation, determine the number of subsets of a set, apply concepts of subsets and equivalent sets of infinite sets. Understand the meaning of a universal set, understand the basic ideas of a Venn diagram, use Venn diagrams to visualize relationships between two sets, find the compliment of a set, find the intersection of two sets, find the union of two sets, perform operations with sets, determine sets involving set operations from a Venn diagram, understand the meaning of “and” and “or”, use the formula for n(union) Perform set operations with three sets, use Venn diagrams with three sets, use Ven diagrams to prove equality of sets Use Venn diagrams to visualize a survey’s results. Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 2.1-2.4Summative Assessments Chpt 2 TestPacing:  Domain: Conditional Probability and the Rules of Probability ClusterUnderstand independence and conditional probability and use them to interpret data.Standard S.CP.3Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.Local Objectives Use three methods to represent sets, define and recognize the empty set, use the symbols for set membership, apply set notation to sets of natural numbers, determine a set’s cardinal number, recognize equivalent sets, distinguish between finite and infinite sets, recognize equal sets- Ch 2 Recognize subsets and use the notation, recognize proper subsets and use the notation, determine the number of subsets of a set, apply concepts of subsets and equivalent sets of infinite sets. Understand the meaning of a universal set, understand the basic ideas of a Venn diagram, use Venn diagrams to visualize relationships between two sets, find the compliment of a set, find the intersection of two sets, find the union of two sets, perform operations with sets, determine sets involving set operations from a Venn diagram, understand the meaning of “and” and “or”, use the formula for n(union) Perform set operations with three sets, use Venn diagrams with three sets, use Ven diagrams to prove equality of sets Use Venn diagrams to visualize a survey’s results. Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 2.1-2.4Summative Assessments Chpt 2 TestPacing:  APPLIED MATH CONCEPTS II Algebra Overview DomainClusterSeeing Structure in ExpressionsInterpret the structure of expressions Write expressions in equivalent forms to solve problemsArithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomials Understand the relationship between zeros and factors of polynomials Use polynomials identities to solve problems Rewrite rational expressionsCreating EquationsCreate equations that describe numbers or relationshipsReasoning with Equations and InequalitiesUnderstand solving equations as a process of reasoning and explain the reasoning Solve equations and inequalities in one variable Solve systems of equations Represent and solve equations and inequalities graphically Domain: Creating Equations Standard A.ACED.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.Local Objectives Calculate and use percents, sales tax, and simple income taxes- Ch 8 Calculate and use simple interest- Ch 8 Compute compound interest Understand and compute math as it applies to annuities, stocks, and bonds Compute and understand the costs of installment buying Understand and compute the costs of home ownership and amoritization Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 8 TestPacing:  Statistics and Probability Overview DomainClusterInterpreting Categorical and Quantitative DataSummarize, represent, and interpret data on a single count or measurement variable Summarize, represent, and interpret data on two categorical and quantitative variables Interpret linear modelsMaking Inferences and Justifying ConclusionsUnderstand and evaluate random processes underlying statistical experiments Make inferences and justify conclusions from sample surveys, experiments and observational studiesConditional Probability and the Rules of ProbabilityUnderstand independence and conditional probability and use them to interpret data Use the rules of probability to compute probabilities of compound events in a uniform probability modelUsing Probability to Make DecisionsCalculate expected values and use them to solve problems Use probability to evaluate outcomes of decisions Domain: Interpreting Categorical and Quantitative Data Standard S.ID.2Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.Local Objectives Understand and compute simple probabilities- Ch 11.4 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 11.1-11.4Summative Assessments Chpt 11 TestPacing:  Standard S.ID.3Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).Local Objectives Understand and compute simple probabilities- Ch 11.4 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 11.1-11.4Summative Assessments Chpt 11 TestPacing:  Domain: Conditional Probability and the Rules of Probability ClusterUnderstand independence and conditional probability and use them to interpret data.Standard S.CP.5Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.Local Objectives Understand and compute simple probabilities- Ch 11 Compute probabilities with combinations and permutations Compute odds Compute compound probabilities Compute expected values Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  ClusterUse the rules of probability to compute probabilities of compound events in a uniform probability model.Standard S.CP.6Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.Local Objectives Compute odds- Ch 11.6, 11.7 Compute compound probabilities Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  Domain: Conditional Probability and the Rules of Probability Standard S.CP.7Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.Local Objectives Compute odds- Ch 11.6, 11.7 Compute compound probabilities Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  ClusterUse the rules of probability to compute probabilities of compound events in a uniform probability model.Standard S.CP.8Apply the general Multiplication Rule in a uniform probability model, P(A and B) = [P(A)]x[P(B|A)] =[P(B)]x[P(A|B)], and interpret the answer in terms of the model.Local Objectives Compute odds- Ch 11.6, 11.7 Compute compound probabilities Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  Standard S.CP.9Use permutations and combinations to compute probabilities of compound events and solve problems.Local Objectives Ch 11.2, 11.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Quiz 11.1-11.4Summative Assessments Chpt 11 TestPacing:  Domain: Using Probability to Make Decisions ClusterCalculate expected values and use them to solve problems.Standard S.MD.1Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.Local Objectives Compute expected values- Ch 11.8 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  Standard S.MD.2Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.Local Objectives Compute expected values- Ch 11.8 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  Standard S.MD.3Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.Local Objectives Compute expected values- Ch 11.8 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  Domain: Using Probability to Make Decisions ClusterUse probability to evaluate outcomes of decisions.Standard S.MD.5Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fast-food restaurant. Evaluate and compare strategies on the basis of expected values. For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.Local Objectives Understand and compute simple probabilities- Ch 11 Compute probabilities with combinations and permutations Compute odds Compute compound probabilities Compute expected values- Ch 11.8 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  ClusterUse probability to evaluate outcomes of decisions.Standard S.MD.6Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).Local Objectives Compute expected values- Ch 11.8 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Chpt 11 TestPacing:  GEOMETRY Geometry Overview DomainClusterCongruenceExperiment with transformations in the plane Understand congruence in terms of rigid motions Prove geometric theorems Make geometric constructionsSimilarity, Right Triangles, and TrigonometryUnderstand similarity in terms of similarity transformations Prove theorems involving similarity Define trigonometric ratios and solve problems involving right triangles Apply trigonometry to general trianglesCirclesUnderstand and apply theorems about circles Find arc lengths and areas of sectors of circlesExpressing Geometric Properties with EquationsTranslate between the geometric description and the equation for a conic section Use coordinates to prove simple geometric theorems algebraicallyGeometric Measurement and DimensionExplain volume formulas and use them to solve problems Visualize relationships between two-dimensional and three-dimensional objectsModeling in GeometryApply geometric concepts in modeling situations Domain: Congruence ClusterExperiment with transformation in the plane.Standard G.CO.1Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.Local Objectives Identify and apply basic terms Calculate segment length and midpoint Measure and classify angles and their bisectors Describing pairs of angles Pairs of lines and angles Apply and use the midpoint and distance formulas Instructional Resources/Tools Coordinate grid paper Patty paper straightedgeAssessmentPre-Assessments Formative Assessments Midpoints & bisectors wkst Construction wkst Distance wkst Quiz 1Summative Assessments Quiz G.Co.1,12Pacing:  Standard G.CO.2Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).Local Objectives Translations Reflections Rotations Isometries Instructional Resources/Tools Miras Patty paperAssessmentPre-Assessments Formative Assessments Wkst 2.1 Wkst 2.2Summative Assessments Pacing:  Domain: Congruence Standard G.CO.3Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.Local Objectives Rotations Reflections Instructional Resources/Tools Patty paperAssessmentPre-Assessments Formative Assessments Wkst 3.1 Wkst 3.2Summative Assessments Quiz G.Co.3, 4, 5Pacing:  ClusterExperiment with transformation in the plane.Standard G.CO.4Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.Local Objectives transformations Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Quiz G.Co.3, 4, 5Pacing:  Domain: Congruence Standard G.CO.5Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.Local Objectives Compositions of transformations Instructional Resources/Tools Patty paper Coordinate grid paperAssessmentPre-Assessments Formative Assessments Wkst 5.1 Wkst 5.2 Wkst 5.3 Wkst 5.4 Wkst 5.5 Wkst 5.6 Wkst 5.8 Wkst 5.9 Wkst 5.10Summative Assessments G.CO. 4 Quiz G.Co.3, 4, 5Pacing:  ClusterUnderstand congruence in terms of rigid motions.Standard G.CO.6Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.Local Objectives Congruence and transformations Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 6.1Summative Assessments Pacing:  Domain: Congruence Standard G.CO.7Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.Local Objectives Congruent polygons Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 7.1Summative Assessments Pacing:  Standard G.CO.8Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.Local Objectives Prove triangle congruence by SAS Prove triangle congruence by ASA Prove triangle congruence by SSS Prove triangle congruence by AAS Instructional Resources/Tools AngLegsAssessmentPre-Assessments Formative Assessments Wkst proofsSummative Assessments Proofs testPacing:  Domain: Congruence ClusterProve geometric theorems.Standard G.CO.9Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.Local Objectives Conditional statements Inductive and deductive reasoning Proving statements about segments and angles Proving geometric relationships Parallel lines and transversals Proofs with parallel and perpendicular lines Perpendicular and angle bisectors Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 9.1 Wkst proofsSummative Assessments Pacing:  Standard G.CO.10Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180 degrees; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.Local Objectives Angles of triangles Equilateral and isosceles triangles Medians and altitudes of triangles Midsegements Inequalities in one triangle Inequalities in two triangles Instructional Resources/Tools Ruler Patty paper Straight edge Geopaper Square dot paperAssessmentPre-Assessments Formative Assessments Isos wkstSummative Assessments Centroid projectPacing:  Domain: Congruence Standard G.CO.11Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.Local Objectives Angles of polygons Properties of parallelograms Proving quadrilaterals are parallelograms Properties of special parallelograms Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 11.2Summative Assessments 11 AssessmentPacing:  ClusterMake geometric constructions.Standard G.CO.12Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.Local Objectives Using midpoint and distance formulas Measure and construct angles Bisectors of triangles Instructional Resources/Tools Compass Straightedge Patty paper Miras AssessmentPre-Assessments Formative Assessments Wkst 12.1, 12.2Summative Assessments Quiz 1 & 12Pacing:  Domain: Congruence Standard G.CO.13Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.Local Objectives Inscribed angles and polygons Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 13.1Summative Assessments 13 AssessmentPacing:  Domain: Similarity, Right Triangles, and Trigonometry ClusterUnderstand similarity in terms of similarity transformations.Standard G.SRT.1Verify experimentally the properties of dilations given by a center and a scale factor: A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.Local Objectives Dilations Instructional Resources/Tools Geometer’s SketchpadAssessmentPre-Assessments Formative Assessments Wkst 1.2Summative Assessments Quiz G.SRT. 1,2,3Pacing:  Standard G.SRT.2Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.Local Objectives Similarity and transformations Similar polygons Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 2.2 Wkst 2.3Summative Assessments Quiz G.SRT. 1,2,3Pacing:  Domain: Similarity, Right Triangles, and Trigonometry ClusterUnderstand similarity in terms of similarity transformations.Standard G.SRT.3Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.Local Objectives Proving triangles similar with AA Proving triangles similar with SSS Proving triangles similar with SAS Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 3.1Summative Assessments Quiz G.SRT. 1,2,3Pacing:  ClusterProve theorems involving similarity.Standard G.SRT.4Prove theorems involving similarity. Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.Local Objectives Proportionality theorems Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 4.1Summative Assessments Pacing:  Standard G.SRT.5Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.Local Objectives Using congruent triangles Properties of trapezoids and kites Similar right triangles Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 5.1 Wkst 5.2Summative Assessments SRT Quiz 1Pacing:  Domain: Similarity, Right Triangles, and Trigonometry ClusterDefine trigonometric ratios and solve problems involving right triangles.Standard G.SRT.6Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.Local Objectives Tangent ratio Instructional Resources/Tools Trig function calculator Trig chartAssessmentPre-Assessments Formative Assessments Wkst 6.1Summative Assessments Trig quizPacing:  Standard G.SRT.7Explain and use the relationship between the sine and cosine of complementary angles.Local Objectives Sine and cosine rations Instructional Resources/Tools Trig function calculator Trig table AssessmentPre-Assessments Formative Assessments Trig wkstsSummative Assessments Trig quizPacing:  ClusterDefine trigonometric ratios and solve problems involving right triangles.Standard G.SRT.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.Local Objectives The Pythagorean Theorem Special right triangles Solving right traingles Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Angle of elevation/depression wkstSummative Assessments Trig quizPacing:  Domain: Similarity, Right Triangles, and Trigonometry ClusterApply trigonometry to general triangles.Standard G.SRT.9Derive the formula A = (1/2)ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.Local Objectives Law of Sines and Law of Cosines Heron’s Formulas Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Hero’s wkstSummative Assessments SRT 9,10, 11Pacing:  Standard G.SRT.10Prove the Laws of Sines and Cosines and use them to solve problems.Local Objectives Law of Sines and Law of Cosines Instructional Resources/Tools Trig calculator Trig tables AssessmentPre-Assessments Formative Assessments Wkst I, II, III Wkst 10.4Summative Assessments SRT 9, 10, 11Pacing:  Standard G.SRT.11Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).Local Objectives Law of Sines and Law of Cosines Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments SRT 9, 10, 11Pacing:  Domain: Circles ClusterUnderstand and apply theorems about circles.Standard G.C.1Prove that all circles are similar.Local Objectives Finding arc measures Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 1.1Summative Assessments Assessment 2Pacing:  Standard G.C.2Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.Local Objectives Lines and segments intersecting circles Using chords Angle relationships in circles Segment relationships Area of circles and sectors Instructional Resources/Tools protractor AssessmentPre-Assessments Formative Assessments Wkst 2.1 Wkst 2.2 Wkst 2.3 Wkst 2.4 Wkst 2.5Summative Assessments C. Assessment 2Pacing:  Domain: Circles Standard G.C.3Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.Local Objectives Bisectors of triangles Inscribed angles and polygons Instructional Resources/Tools Compass Protractor AssessmentPre-Assessments Formative Assessments Wkst 3.1 Wkst 3.2 Wkst 3.3 Summative Assessments C. Assessment 2Pacing:  ClusterUnderstand and apply theorems about circles.Standard G.C.4Construct a tangent line from a point outside a given circle to the circle.Local Objectives Lines intersecting circles Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 4.1 Summative Assessments C. Assessment 2Pacing:  ClusterFind arc lengths and areas of sectors of circles.Standard G.C.5Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.Local Objectives Circumference and arc length Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Radian wkstSummative Assessments Pacing:  Domain: Expressing Geometric Properties with Equations ClusterTranslate between the geometric description and the equation for a conic section.Standard G.GPE.1Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.Local Objectives Circles in the coordinate place Instructional Resources/Tools Coordinate planeAssessmentPre-Assessments Formative Assessments Wkst 1.1Summative Assessments GPE Assessment 2Pacing:  Standard G.GPE.2Derive the equation of a parabola given a focus and directrix.Local Objectives Parabolas (add-on) Instructional Resources/Tools Coordinate gridAssessmentPre-Assessments Formative Assessments Wkst 2.1Summative Assessments GPE Assessment 2Pacing:  Standard G.GPE.3Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.Local Objectives Conic Sections (***add-on***) Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Pacing:  Domain: Expressing Geometric Properties with Equations ClusterUse coordinates to prove simple geometric theorems algebraically.Standard G.GPE.4For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, "3) lies on the circle centered at the origin and containing the point (0, 2).Local Objectives Coordinate proofs Instructional Resources/Tools Coordinate planeAssessmentPre-Assessments Formative Assessments Wkst 4.1 Wkst 4.2Summative Assessments GPE Assessment 2Pacing:  Standard G.GPE.5Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).Local Objectives Equations of parallel and perpendicular lines Instructional Resources/Tools Coordinate plane AssessmentPre-Assessments Formative Assessments Wkst 5.1 Wkst 5.3Summative Assessments GPE Quiz 1Pacing:  Standard G.GPE.6Find the point on a directed line segment between two given points that partitions the segment in a given ratio.Local Objectives Parallel lines and proportionality Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 6.2Summative Assessments GPE Quiz 1Pacing:  Domain: Expressing Geometric Properties with Equations ClusterUse coordinates to prove simple geometric theorems algebraically.Standard G.GPE.7Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.Local Objectives Perimeter and area in the coordinate plane Instructional Resources/Tools Coordinate plane AssessmentPre-Assessments Formative Assessments Wkst 7.1 Wkst 7.2Summative Assessments GPE Quiz 2Pacing:  Domain: Geometric Measurement and Dimension ClusterExplain volume formulas and use them to solve problems.Standard G.GMD.1Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.Local Objectives Area of circles and sectors Volume of prisms and cylinders Volume of pyramids Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 1.1 Wkst 1.2 Wkst 1.4 Wkst 1.5 Wkst 1.6Summative Assessments GMD.1 QuizPacing:  Standard G.GMD.2Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.Local Objectives Volume of prisms and cylinders Surface area of volume of spheres Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 2.1Summative Assessments GMD Assessment 1Pacing:  Domain: Geometric Measurement and Dimension Standard G.GMD.3Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.Local Objectives Areas of polygons Volume of prisms and cylinders Volume of pyramids Surface area and volume of cones Surface area of volume of spheres Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 3.1 Wkst 3.3 Wkst 3.4 Wkst 3.5Summative Assessments GMD.3 quizPacing:  ClusterVisualize relationships between two-dimensional and three-dimensional objects.Standard G.GMD.4Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.Local Objectives Three dimensional figures Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Wkst 4.1 Wkst 4.2Summative Assessments GMD Assessment 1Pacing:  Domain: Modeling with Geometry ClusterApply geometric concepts in modeling situations.Standard G.MG.1Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).Local Objectives Perpendicular and angle bisectors midsegements Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments Quiz G.Co.1,12Pacing:  Standard G.MG.2Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).Local Objectives Areas of circles and sectors Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments C. Assessment 2Pacing:  Standard G.MG.3Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).Local Objectives Similar polygons Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Summative Assessments SRT Quiz 1Pacing:  PRE CALCULUS Algebra Overview DomainClusterSeeing Structure in ExpressionsInterpret the structure of expressions Write expressions in equivalent forms to solve problemsArithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomials Understand the relationship between zeros and factors of polynomials Use polynomials identities to solve problems Rewrite rational expressionsCreating EquationsCreate equations that describe numbers or relationshipsReasoning with Equations and InequalitiesUnderstand solving equations as a process of reasoning and explain the reasoning Solve equations and inequalities in one variable Solve systems of equations Represent and solve equations and inequalities graphically Domain: Seeing Structure in Expressions ClusterWrite expressions in equivalent forms to solve problems.Standard A.SSE.3Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Factor a quadratic expression to reveal the zeros of the function it defines. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^t can be rewritten as [1.15^(1/12)]^(12t) H" 1.012^(12t) to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.Local Objectives Solve inequalities in one variable- Ch 1.6 Find real zeroes in a polynomial- Ch 2.4 Graph polynomial functions and describe end behavior- Ch 2.3 Instructional Resources/Tools Graphing calculator AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Arithmetic with Polynomials and Rational Expressions ClusterPerform arithmetic operations on polynomials.Standard A.APR.1Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.Local Objectives Solve rational expressions in one variable- Ch 2.7 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Arithmetic with Polynomials and Rational Expressions ClusterUnderstand the relationship between zeros and factors of polynomials.Standard A.APR.2Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).Local Objectives Factor polynomials using real and complex coefficients- Ch 2.5 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Standard A.APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.Local Objectives Find real zeroes in a polynomial- Ch 2.4 Instructional Resources/Tools Coordinate grid paper AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Arithmetic with Polynomials and Rational Expressions Standard A.APR.5Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.Local Objectives Apply the binomial theorem to expand polynomials- Ch 9.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Creating Equations ClusterCreate equations that describe numbers or relationships.Standard A.ACED.1Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.Local Objectives Solve inequalities graphically- Ch 7.5 Instructional Resources/Tools Coordinate grid paper Graphing calculator AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Standard A.ACED.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.Local Objectives Solve problems involving recipes or mixtures, financial calculations, and geometric similarity using ratios, proportions, and percents- Ch 2.7 Instructional Resources/Tools Graphing calculator AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Reasoning with Equations and Inequalities ClusterSolve equations and inequalities in one variable.Standard A.REI.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.Local Objectives Solve inequalities in one variable- Ch 2.8 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Standard A.REI.4Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.Local Objectives Solve a system of equations algebraically and graphically- Ch 7.1 Instructional Resources/Tools Graphing calculator AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Reasoning with Equations and Inequalities Standard A.REI.9Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).Local Objectives Use matrices to solve a system of equations- Ch 7.2 Use row operations to manipulate matrices- Ch 7.3 Instructional Resources/Tools Graphing calculator AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  ClusterRepresent and solve equations and inequalities graphically.Standard A.REI.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).Local Objectives Model real world problems as functions- Ch 1.7 Recognize and graph linear and quadratic functions- Ch 2.1 Instructional Resources/Tools Graphing calculator AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Functions Overview DomainClusterInterpreting FunctionsUnderstand the concept of a function and use function notation Interpret functions that arise in applications in terms of the context Analyze functions using different representationsBuilding FunctionsBuild a function that models a relationship between two quantities Build new functions from existing functionsLinear, Quadratic, and Exponential ModelsConstruct and compare linear, quadratic, and exponential models and solve problems Interpret expressions for functions in terms of the situation they modelTrigonometric FunctionsExtend the domain of trigonometric functions using the unit circle Model periodic phenomena with trigonometric functions Prove and apply trigonometric identities Domain: Interpreting Functions Standard F.IF.2Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.Local Objectives Recognize the twelve basic functions and their characteristics- Ch 1.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  ClusterInterpret functions that arise in applications in terms of the context.Standard F.IF.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.Local Objectives Build new functions by applying operations and compositions- Ch 1.4 Manipulate the equations of parabola and know its components- Ch 8.1 Manipulate the equations of ellipse and know its components- Ch 8.2 Manipulate the equations of hyperbola and know its components- Ch 8.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Interpreting Functions ClusterAnalyze functions using different representations.Standard F.IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.Local Objectives Describe graphs and identify components of rational functions- Ch 2.6 Represent functions and understand their characteristics- Ch 1.2 Use graphic, numerical, and algebraic models to visualize data- Ch 1.1 Recognize and sketch power functions- Ch 2.2 Instructional Resources/Tools Graphing calculator AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Standard F.IF.8Analyze functions using different representations. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^(12t), y = (1.2)^(t/10), and classify them as representing exponential growth and decay.Local Objectives Build new functions by applying operations and compositions- Ch 1.4 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Building Functions ClusterBuild new functions from existing functions.Standard F.BF.5Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.Local Objectives Use logarithmic and exponential relationships- Ch 3.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Geometry Overview DomainClusterCongruenceExperiment with transformations in the plane Understand congruence in terms of rigid motions Prove geometric theorems Make geometric constructionsSimilarity, Right Triangles, and TrigonometryUnderstand similarity in terms of similarity transformations Prove theorems involving similarity Define trigonometric ratios and solve problems involving right triangles Apply trigonometry to general trianglesCirclesUnderstand and apply theorems about circles Find arc lengths and areas of sectors of circlesExpressing Geometric Properties with EquationsTranslate between the geometric description and the equation for a conic section Use coordinates to prove simple geometric theorems algebraicallyGeometric Measurement and DimensionExplain volume formulas and use them to solve problems Visualize relationships between two-dimensional and three-dimensional objectsModeling in GeometryApply geometric concepts in modeling situations Domain: Geometric Measurement and Dimension ClusterExplain volume formulas and use them to solve problems.Standard G.GMD.1Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.Local Objectives Apply physical models, graphs, and coordinate systems, networks, and vectors to develop solutions in applied context- Ch 10.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  Domain: Modeling with Geometry Standard G.MG.3Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).Local Objectives Use geometric figures and their properties to solve problems in the arts, the physical and life sciences and the building trades, with and without the use of technology- Ch 8.1, 8.2, 8.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter testPacing:  PROBABILITY AND STATISTICS Statistics and Probability Overview DomainClusterInterpreting Categorical and Quantitative DataSummarize, represent, and interpret data on a single count or measurement variable Summarize, represent, and interpret data on two categorical and quantitative variables Interpret linear modelsMaking Inferences and Justifying ConclusionsUnderstand and evaluate random processes underlying statistical experiments Make inferences and justify conclusions from sample surveys, experiments and observational studiesConditional Probability and the Rules of ProbabilityUnderstand independence and conditional probability and use them to interpret data Use the rules of probability to compute probabilities of compound events in a uniform probability modelUsing Probability to Make DecisionsCalculate expected values and use them to solve problems Use probability to evaluate outcomes of decisions Domain: Interpreting Categorical and Quantitative Data ClusterApply geometric concepts in modeling situations.Standard S.ID.1Represent data with plots on the real number line (dot plots, histograms, and box plots).Local Objectives Understand types of data- Ch 1.2 Understand visual display of data- Ch 2.4 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Standard S.ID.2Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.Local Objectives Compute and understand measures of relative standing- Ch 3.4 Apply the rules of the Central Limit Theorem- Ch 6.5 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter test Moral Hazard projectPacing:  Standard S.ID.3Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).Local Objectives Compute and understand measures of center- Ch 3.2 Compute and understand variation- Ch 3.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter test Moral Hazard projectPacing:  Domain: Interpreting Categorical and Quantitative Data ClusterApply geometric concepts in modeling situations.Standard S.ID.4Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.Local Objectives Understand the properties of the standard normal distribution- Ch 6.2, 6.3, 8.2, 8.3, 8.4, 8.5, 8.6, 6.6, 6.7 Apply the principles of normal distribution Apply the rules of the Central Limit Theorem Estimate a population proportion Estimate a population mean with standard deviation known Estimate a population mean with standard deviation unknown Estimate a population variance Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  ClusterSummarize, represent, and interpret data on two categorical and quantitative variables.Standard S.ID.5Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.Local Objectives Use frequency distribution to organize data- Ch 2.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Domain: Making Inferences and Justifying Conclusions ClusterUnderstand and evaluate random processes underlying statistical experiments.Standard S.IC.1Understand statistics as a process for making inferences about population parameters based on a random sample from that population.Local Objectives Understand types of data- Ch 1.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  ClusterMake inferences and justify conclusions from sample surveys, experiments, and observational studies.Standard S.IC.3Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.Local Objectives Think critically about data and statistics- Ch 1.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Standard S.IC.4Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.Local Objectives Estimate a population proportion- Ch 7.2, 7.3, 7.4, 7.5 Estimate a population mean with standard deviation known Estimate a population mean with standard deviation unknown Estimate a population variance Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing: Domain: Making Inferences and Justifying Conclusions Standard S.IC.5Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.Local Objectives Understand when to apply the methods of computing probability- Ch 4.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  ClusterMake inferences and justify conclusions from sample surveys, experiments, and observational studies.Standard S.IC.6Evaluate reports based on data.Local Objectives Understand types of data- Ch 1.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter test Moral Hazard projectPacing:  Domain: Making Inferences and Justifying Conclusions ClusterUnderstand independence and conditional probability and use them to interpret data.Standard S.CP.1Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).Local Objectives Understand when to apply the methods of computing probability- Ch 4.2, 4.3, 4.5 Use the addition method of computing probability Apply the multiplication rule to complements and conditional probability Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Standard S.CP.2Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.Local Objectives Use the addition method of computing probability- Ch 4.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Domain: Making Inferences and Justifying Conclusions ClusterUnderstand independence and conditional probability and use them to interpret data.Standard S.CP.3Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.Local Objectives Use the multiplication rule for computing probability- Ch 4.4 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Standard S.CP.4Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.Local Objectives Test a claim about a mean, standard deviation unknown- Ch 3.5 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Domain: Conditional Probability and the Rules of Probability ClusterUnderstand independence and conditional probability and use them to interpret data.Standard S.CP.5Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.Local Objectives Understand and apply the components of hypothesis testing- Ch 8.2, 4.4 Use the multiplication rule to complements and conditional probability Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  ClusterUse the rules of probability to compute probabilities of compound events in a uniform probability model.Standard S.CP.6Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.Local Objectives Understand when to apply the methods of computing probability- Ch 4.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Standard S.CP.7Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.Local Objectives Use the addition method of computing probability- Ch 4.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Domain: Conditional Probability and the Rules of Probability ClusterUse the rules of probability to compute probabilities of compound events in a uniform probability model.Standard S.CP.8Apply the general Multiplication Rule in a uniform probability model, P(A and B) = [P(A)]x[P(B|A)] =[P(B)]x[P(A|B)], and interpret the answer in terms of the model.Local Objectives Apply the multiplication rule to complements and conditional probability- Ch 4.5 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Standard S.CP.9Use permutations and combinations to compute probabilities of compound events and solve problems.Local Objectives Apply the rules of counting methods to determine probability- Ch 4.6 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Domain: Using Probability to Make Decisions ClusterCalculate expected values and use them to solve problems.Standard S.MD.1Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.Local Objectives Construct a discrete probability distribution- Ch 5.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Standard S.MD.2Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.Local Objectives Make probability distribution charts- Ch 5.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Standard S.MD.3Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.Local Objectives Apply the characteristics of binomial probability distribution- Ch 5.4 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Domain: Making Inferences and Justifying Conclusions ClusterCalculate expected values and use them to solve problems.Standard S.MD.4Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households?Local Objectives Make probability distribution charts- Ch 5.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  Domain: Using Probability to Make Decisions ClusterUse probability to evaluate outcomes of decisions.Standard S.MD.5Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fast-food restaurant. Evaluate and compare strategies on the basis of expected values. For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.Local Objectives Make probability distribution charts- Ch 5.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Chapter testPacing:  ClusterUse probability to evaluate outcomes of decisions.Standard S.MD.6Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).Local Objectives Apply the rules of counting methods to determine probability- Ch 4.6 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily homeworkSummative Assessments Movie/Project 21Pacing:  TRIGONOMETRY Number and Quantity Overview DomainClusterThe Real Number SystemExtend the properties of exponents to rational exponents Use properties of rational and irrational numbersQuantitiesReason quantitatively and use units to solve problemsThe Complex Number SystemPerform arithmetic operations with complex numbers Represent complex numbers and their operations on the complex plane Use complex numbers in polynomials identities and equationsVector and Matrix QuantitiesRepresent and model with vector quantities Perform operations on vectors Perform operations on matrices and use matrices in applications Domain: The Complex Number System ClusterRepresent complex numbers and their operations on the complex plane.Standard N.CN.4Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number. Local Objectives Write complex in trig form- Ch 6.6 Convert equations between polar and rectangular forms- Ch 6.4 Graph polar equations- Ch 6.4 Instructional Resources/Tools Polar grid paperAssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Domain: Vector and Matrix Quantities ClusterPerform operations on vectors.Standard N.VM.4Add and subtract vectors. Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes. Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum. Understand vector subtraction v – w as v + (–w), where (–w) is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.Local Objectives Apply vector arithmetic to vectors in a plane- Ch 6.1 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Standard N.VM.5Perform operations on vectors. Multiply a vector by a scalar. Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(v(sub x), v(sub y)) = (cv(sub x), cv(sub y)). Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction of cv knowing that when |c|v =8 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).Local Objectives Calculate the dot product and projections of vectors- Ch 6.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Functions Overview DomainClusterInterpreting FunctionsUnderstand the concept of a function and use function notation Interpret functions that arise in applications in terms of the context Analyze functions using different representationsBuilding FunctionsBuild a function that models a relationship between two quantities Build new functions from existing functionsLinear, Quadratic, and Exponential ModelsConstruct and compare linear, quadratic, and exponential models and solve problems Interpret expressions for functions in terms of the situation they modelTrigonometric FunctionsExtend the domain of trigonometric functions using the unit circle Model periodic phenomena with trigonometric functions Prove and apply trigonometric identities Domain: Interpreting Functions Standard F.IF.8Analyze functions using different representations. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^(12t), y = (1.2)^(t/10), and classify them as representing exponential growth and decay.Local Objectives Define and graph parametric equations- Ch 6.3 Convert equations between polar and rectangular forms- Ch 6.4 Graph polar equations- Ch 6.5 Instructional Resources/Tools Polar grid paper AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Domain: Trigonometric Functions ClusterExtend the domain of trigonometric functions using the unit circle.Standard F.TF.1Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.Local Objectives Convert between radians and degrees and calculate angular speed- Ch 4.1 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Standard F.TF.2Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.Local Objectives Generate and explore the graphs of the sine and cosine functions- Ch 4.4 Instructional Resources/Tools Radian grid paper AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  ClusterExtend the domain of trigonometric functions using the unit circle.Standard F.TF.3Use special triangles to determine geometrically the values of sine, cosine, tangent for Ą/3, Ą/4 and Ą/6, and use the unit circle to express the values of sine, cosine, and tangent for Ą - x, Ą + x, and 2Ą - x in terms of their values for x, where x is any real number.Local Objectives Solve problems using the six trig functions- Ch 4.3 Instructional Resources/Tools Unit circle AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Domain: Trigonometric Functions Standard F.TF.4Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.Local Objectives Combine trig and algebraic functions- Ch 4.6 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  ClusterModel periodic phenomena when trigonometric functions.Standard F.TF.5Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.Local Objectives Generate and explore the graphs of the csc, sec, cot, and tan functions- Ch 4.5 Instructional Resources/Tools Radian grid paper AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Standard F.TF.6Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.Local Objectives Relate the concept of inverse functions to the trig functions- Ch 4.7 Instructional Resources/Tools Radian grid paper AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Domain: Trigonometric Functions Standard F.TF.7Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.Local Objectives Apply trig to solve real-world problems- Ch 4.8 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  ClusterProve and apply trigonometric identities.Standard F.TF.8Prove the Pythagorean identity (sin A)^2 + (cos A)^2 = 1 and use it to find sin A, cos A, or tan A, given sin A, cos A, or tan A, and the quadrant of the angle.Local Objectives Use fundamental identities to simplify trigonometric equations- Ch 5.1 Confirm trig identities analytically- Ch 5.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Standard F.TF.9Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.Local Objectives Apply the identities to sum and difference formulas- Ch 5.3 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Geometry Overview DomainClusterCongruenceExperiment with transformations in the plane Understand congruence in terms of rigid motions Prove geometric theorems Make geometric constructionsSimilarity, Right Triangles, and TrigonometryUnderstand similarity in terms of similarity transformations Prove theorems involving similarity Define trigonometric ratios and solve problems involving right triangles Apply trigonometry to general trianglesCirclesUnderstand and apply theorems about circles Find arc lengths and areas of sectors of circlesExpressing Geometric Properties with EquationsTranslate between the geometric description and the equation for a conic section Use coordinates to prove simple geometric theorems algebraicallyGeometric Measurement and DimensionExplain volume formulas and use them to solve problems Visualize relationships between two-dimensional and three-dimensional objectsModeling in GeometryApply geometric concepts in modeling situations Domain: Similarity, Right Triangles, and Trigonometry Standard G.SRT.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.Local Objectives Define the six trig functions- Ch 4.2 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Standard G.SRT.10Prove the Laws of Sines and Cosines and use them to solve problems.Local Objectives Apply the Law of Sines to a variety of problems- Ch 5.5 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  Standard G.SRT.11Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).Local Objectives Apply the Law of Sines to a variety of problems- Ch 5.6 Instructional Resources/Tools AssessmentPre-Assessments Formative Assessments Daily workSummative Assessments Chapter quizPacing:  AP CALCULUS Syllabus ChapterTopics included in the chapterTime SpentChapter 1: Prerequisites for Calculus*Regression Lines Functions and Graphs Exponential, Logarithmic, and Trigonometric Functions 8 daysChapter 2: Limits and Continuity*Graphing Polynomial & Rational Functions Rates of Change and Limits Limits involving Infinity Continuity Rates of Change and Tangent Lines12 daysChapter 3: DerivativesDerivatives of a Function Differentiability Rules for Differentiation Velocity and Other Rates of Change Deriviatives of Trigonometric Functions Chain Rule Implicit Differentiation Derivatives of Inverse Trigonometric Functions Derivatives of Exponential and Log Functions 20 daysChapter 4: Applications of DerivativesExtreme Values of Function Mean Value Theorem Connecting f' and f'' with the Graph of f Modeling and Optimization Linearization and Newton's Method Related Rates36 daysChapter 5: Definite IntegralsEstimating with Finite Sums Definite Integrals Definite Integrals and Antiderivatives Fundamental Theorem of Calculus Trapezoidal Rule15 daysChapter 6: Differential Equations and Mathematical ModelingSlope Fields and Euler's Method Antidifferentiation by Substitution Antidifferentiation by Parts Exponential Growth and Decay Logistic Growth14 daysChapter 7: Applications of Definite IntegralsIntegral As Net Change Areas in the Plane Volumes Lengths of Curves 15 daysChapter 8: L'Hopital's RuleL'Hopital's Rule - a brief overview1 day Goals of AP Calculus Students should be able to work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should understand the connections among these representations. Students should understand the meaning of the derivative in terms of a rate of change and local linear approximation and should be able to use derivatives to solve a variety of problems. Students should understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems. Students should understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus. Students should be able to communicate mathematics both orally and in well-written sentences and should be able to explain solutions to problems. Students should be able to model a written description of a physical situation with a function, a differential equation, or an integral. Students should be able to use technology to help solve problems, experiment, interpret results, and verify conclusions. Students should be able to determine the reasonableness of solutions, sign, size, relative accuracy, and units of measure. Prerequisites: Before studying calculus, all students should complete four years of secondary mathematics designed for college-bound students: courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include those that are linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise defined. In particular, before studying calculus, students must be familiar with the properties of function, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions of the numbers 0,  EMBED Equation.3  and  EMBED Equation.3  and their multiples. EMBED Equation.3  CURRICULUM ANALYSIS NEEDS Update district mathematical textbooks in order to reflect the New Illinois Math Standards combined with the local GCMS curriculum. Textbook or criterion referenced assessments should be created and formatted to reflect the New Illinois Math Standards and PARCC testing. Continue to deconstruct the standards into targets, revising and refining each objective in the process. 4. Continue to make sure that the curriculum is sequential and articulated from grades K-12, and that this articulation is carried out in the classroom. Actively involve students in real world problem solving, including extended response practice as well as critical thinking questions. 6. Provide materials, equipment, technology, and facilities conducive to the problem solving methodology, in order to increase student engagement. Provide instructional leadership, training, and support for teachers, specifically in the area of math RtI. This will be a vital step in order for the math RtI program to be worthwhile and successful. Find additional methods to teach basic facts, rules, fluency, and application at all levels, with the understanding that these skills will create a foundation in order to comprehend math concepts and principles. 9. Determine a support mechanism to assist those high school students who have math deficiencies that hold them back from progressing through the regular high school math courses. ACHIEVEMENT The value of achievement in mathematics is evident in all segments of today’s society.  Schools are expected to ensure that all students have an opportunity to become mathematically literate—possess the ability to explore, to conjecture, and to reason logically as well as to use a variety of mathematical methods effectively to solve problems.  In turn, this will prepare each student for both college and career readiness.  According to the ISBE, all Illinois schools should engage in learning experiences that have clear, consistent, and higher expectations. The rigor of the math standards that students will experience by solving problems, communicating using technology, working on teams, and making connections will help them to learn not just the “how” but also the “why”.  Rigor indicates that a student will gain conceptual understanding, procedural skills and fluency, and knowledge of application.  By incorporating mathematics into all of these areas, students will be provided with a solid foundation in order to find success in the workplace after their education. The New Illinois Learning Standards mathematics goals encompass many domains that are covered to a greater depth.  This narrowing and deepening of the math focus help students to gain strong foundations, which, according to the Common Core Math Shifts, will include …”a solid understanding of concepts, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside of the classroom.”  Certainly, this will promote future academic success in the field of math.    Achievement is measured through application of these strands, as reflected in the new state standards and local objectives for each grade or subject.  Assessments are then aligned with the mathematical knowledge, skills, and processes that are defined by these goals and objectives.   Strengths Beginning with the class of 2009, all high school students are required by the GCMS school district to take three years of math courses.  This particular class had 20% of their students take five years (including Algebra I in the eighth grade), and 15.9% took four years of math courses. An accelerated math class continues to be offered at the seventh grade level, so that students at the eighth grade level can elect to take Algebra I.  This gives those students the opportunity to take five years of high school math courses. While not all students who take Algebra I as an eighth grader will choose to take Geometry I as a freshman, those who repeat Algebra will still have a stronger math foundation from which to build. Title I Math services are provided at the middle school for students needing assistance. High School students and faculty are given good baseline data from Plan, Explore, practice ACT, and COMPASS tests. Weaknesses Currently district-wide, there is no formal remedial program to assist students who are in need of math help. The focus on teaching math facts varies from one class to another in the elementary school. Some classrooms have additional math fact practice on a daily basis, while other students are provided with answer charts.  Since there is no consistent method or philosophy, students in the middle and high school math classes are showing deficits in this area. Student services for Tier II and III math students are limited at some grade levels, due to a shortage of time and math specialists at the elementary school Not all teachers at the elementary school are in agreement that the GOMATH textbook should be taught in its entirety, due to the multiple teaching methods of the same skill. While GCMS is finding success with word problems, both word problems and multi-step problems continue to be a challenge at all grade levels.  The written explanations also are difficult for many students. While the concept of time is only tested and mastered in grades three through five, there is concern that students in general are unable to master the daily use of analog clocks. Tier III math is not built into the middle school schedule. Number sense, fractions, math facts, and rational numbers are weak areas for many students at the high school level. Some graduates of GCMS are required to take remedial math courses at the college level. Students who do not select to take AP Calculus their senior year have limited math course options. Recommendations A formal remedial Math Assistance Program would be valuable, district-wide. At the high school level, additional resources could be located for more multi step process problem practice. Continued focus on the practice of word problems, and the writing of the process and explanations is necessary.  Some elementary grade levels have the students circle the important numbers and underline the question in order to help unlock the problem.  The teachers use the same vocabulary with the students each time that they circle and underline.   While calculators are available to assist students, it is important to be able to retain the basic math facts, as they are needed throughout the middle and high school year’s practice of basic math facts. Develop a uniform plan for online math classes when AP is taken during the junior year.  Do the same for credit recovery courses. Research options for math credit recovery during the school day so that students do not fall behind. Research the addition of a Common Core-based fourth year math class to better prepare students for college and careers. Communicate the importance of students taking a math class senior year in order to assist students in finding success after graduation. Develop a COMPASS review class for seniors who plan to attend Parkland. Continue concentration on concept learning and group discovery learning. Articulate across each grade level which skill lessons will be addressed, as opposed to teaching all methods. The same lessons should be taught across the grade level. Determine how math facts will be practiced each week. This practice should be articulated across the grade level, and the plan should be communicated from grades K-5. COORDINATION The scope and sequence of the mathematics curriculum must build mathematical understanding in a logical manner through the spiral approach; and, it must be a judicious blend of abstract and concrete, application and theory, and skills and concepts.  The mathematics scope and sequence must be directed towards meaningful and productive mathematical competence for every student, and will be based on the New Illinois Learning Goals and Standards.  Specifically, the scope and sequence will be articulated from one grade level to the next through the specific grade level or subject area objectives. To ensure that all students have an opportunity to become mathematically literate and to organize the content with the intention of promoting effective mathematical learning, the curriculum is segmented into New Illinois Learning Goals, learning standards, objectives, and targets.  These serve as a spiral and sequential format for curriculum coordination in mathematics. The new Common Core-based Illinois goals, which are researched based, provided the broad areas of Math that our students are expected to master.  The Illinois learning standards provide a more specific set of expectations for our students.   Finally, the grade levels and subject areas in Math at GCMS have created clear and measurable objectives for the students.  These objectives are measurable, and the data received from the assessment results outline a clear picture of each student’s need and areas of mastery.  It is from these goals, standards, and specific objectives that the scope and sequence of Math can be reviewed for articulation.  The coordination of the curriculum also puts the responsibility of accountability at each grade level and subject area.  The student is also aware of what he is responsible to learn. The New Illinois Learning Standards are a developed and articulated series of domains and clusters under each standard, that connect one grade level to the next in a sequential pattern, each being developed in appropriate ways at appropriate grade levels.  The progressions are another method to ensure that each student’s math education is comprehensive; in that all areas are taught and mastered. Because mathematics is a foundation discipline for other disciplines and grows in direct proportion to its utility, an effort is made to coordinate the mathematics learned in mathematics classes with other subjects that use mathematics.  It is imperative that students see the relationship in what they are doing in mathematics classes to the mathematical techniques employed in classes in other subjects.     Strengths Advanced Math classes at the seventh and eighth grade level, and AP Calculus class, Applied Math, Co-taught Algebra and Geometry, and Co-taught Block Algebra 2 classes at the high school provide for students of varying abilities and provide continuity to their course of mathematical study.   The scope and sequence indicates that all standards along with their domains and clusters, are being covered and that concepts are not just being repeated, but are being built upon in a well-sequenced and articulated manner. PARCC Math Analysis, IIRC Content Strands, as well as the IIRC individual student data assist by determining areas of curriculum weaknesses, as well as identifying student needs. With the availability of student data in relation to the mathematics content strands, RtI groupings and the flexibility of changing those groups frequently will be a great benefit to individual students. For the first time in the history of the district’s math curriculum, grades K-12 will now have the same textbook publisher. This will assist us in district articulation, and will certainly benefit the students concerning the vocabulary and sequential building of concepts. Weaknesses Students still show a weakness in number sense; it appears to stem from the basic facts, and the inability to use reason when dealing with answers. According to the New Illinois Learning Standards, life skill strands, such as: time, money, measurement, etc. are emphasized more at the upper elementary grade levels, and some students still do not seem to have a firm grasp of those skills when needed in daily life. The tremendous breadth of the content skills of mathematics causes difficulty when attempting to find enough time to cover the skills to the necessary depth. Though progress is being made, students continue to struggle with word problems.  Reading comprehension causes math difficulties for some students. Mathematics is an integral part of many other subjects; though concepts in Math and Science, for example, are not always taught in the same format.  This lack of coordination causes learning difficulties, in some cases. Though the curriculum is designed to be articulated through and across grade levels, not all classrooms at a particular grade level are implementing the same concepts to the same degree. Consistency must occur in order for all students to receive the same quality education to prepare them for the next level. Due to time constraints, RtI math is not implemented at all grade levels. Recommendations Though there is articulation throughout all grade levels and subject areas, additional communication from one building to the next could improve curriculum coordination. Increased implementation, coordination, and communication of RtI screening methods from building to building, whenever grade level appropriate would improve teacher awareness of student needs from one year to the next.   Research how current faculty could best be utilized for Math support, in order to focus on individual student needs. Creating a comprehensive school-wide student assessment database could be very beneficial, as the teachers would be able to have a better grasp of individual student assessment history and needs. Consistency across a grade level must occur in order for all students to receive the same quality education to prepare them for the next level.  Math programs such as fact practice and strategy selection must be implemented to the same degree in each classroom at a given grade level. In order to address the math life skills weakness at the elementary school, at building math meeting would be beneficial in order to determine how to further implement those skills at each grade level. Grade level teachers would benefit by meeting with the grade level above and below in order to communicate how standards are being covered, and to what depth. Curriculum strengths and weaknesses could also be discussed.   Additional hands-on activities will contribute to the development of a deeper grasp of number sense in our students.  Observing these activities will assist the teacher in determining student understanding, and will help to determine future lesson plans and differentiation focus. By following the GCMS Math Curriculum by grade level or subject areas, teachers will make sure to cover all standards in order to articulate the curriculum.  The math series and ISBE’s Livebinders will also be resources that will prepare the students to find success on PARCC testing. METHODOLOGY How mathematics is taught is just as important as what is taught.  A student’s ability to reason, solve problems, and use mathematics to communicate ideas will develop only if they actively and frequently engage in these processes.   A student’s understanding and utilization of the mathematical processes will depend largely upon how the subject is taught.   The methodology utilized in teaching mathematics is both teacher and student directed, and is in correlation with the New Illinois Learning Standards.  Student growth mindset concerning their academic achievement helps the student progress through the skills, using deeper level thinking skills.  The foremost teaching strategy implemented at all levels is, first, the review of past materials followed by the presentation of new materials and instructional activities.  These materials are often presented through discovery, problem solving, reasoning, communicating, and assessment.  Frequent preassessments and formative assessments benefit both the teacher and the student in order to identify mastery and student weakness.  When weaknesses are identified, the teacher can then engage in reteaching, alternative instructional strategies, additional activities, and re-evaluation.  Students learn in various ways, so it is imperative that teachers focus on a variety of methodologies in order to best serve each student.  These instructional activities should be based on their needs, interests, and abilities.  Instruction can include, but not be limited to the following:  use of manipulative materials, cooperative work, discussion, questioning, writing, use of appropriate technology, project work, and individual exploration by the teacher.    Because students have varied learning styles, it is important that the classroom teacher constantly varies and integrates new and different teaching methods.  Listed below are some teaching tools that students can benefit from: Activboard use puppets counters and manipulatives “chant and write” songs “human” addition and subtraction problems act out story problems; tell “math” stories graphing and grids: on paper, large charts, etc. use candy to do math problems real life objects to describe geometry shapes Geometry-shaped die cuts pattern blocks fraction shapes and rods “math art” Venn diagrams paper folding “Rounding mountain” Geoboards die cuts flashcards board games computer games- in class and lab (example:  Study Island) balances/scales/rulers/yard and meter sticks play money and play clocks playing “store” using counters on overhead chalkboard games dice, spinners flipbooks ceiling-mounted LCD projectors calculators Elementary Math Facts program High school:  Geometer’s Sketchpad High school: Internet sites with applets, used to illustrate concepts (example- Texas Instruments Website) small white boards “patty” paper restaurant menus calendars iPads/ creating multimedia presentations (ex. Doceri/EduCreations) AngLegs graphing calculators compass and straightedge Youtube videos mnemonic devices, alliteration, assonance, document cameras Strengths Teachers are using a variety of methodologies in their mathematics instructions. Co-teaching aids in student understanding, and provides additional one-on-one assistance. Teachers attempt to adapt methodology to students’ needs and abilities.  Activities are based on students’ previous mathematics experiences.  These experiences lead the student from concrete to abstract. Math tiers at some of the elementary grades assist students with additional reteaching methods. Activboards have enhanced math lessons, and have increased the number of methodologies that are used by a math teachers.    Though varied in teacher use at the elementary school such as GoMath premade lessons and stations to reinforce skills while the teacher does intense small group instruction help to develop and reinforce math skills. Online textbooks and resources are a benefit, both to the student and the parent. Ceiling mounted LCD projectors have increased the learning tools that are being utilized.  An example at the high school is a Texas Instruments calculator that can be viewed by the class as a whole. Partner or small groups work has proven to be beneficial, either to reinforce or to reteach a specific skill. COMPASS testing indicates a significant majority of our students are ready for college coursework when they graduate. Weaknesses Students at all grade levels continue to struggle with math fact recall. There is inconsistency with how programs are utilized, as well as the time allotted each week for practice.  These inconsistencies occur both within a grade level as well as between grade levels.   At the elementary level, GoMath series has holes in Common Core standards coverage or has lessons that do not tie into a standard.  Some skills that are necessary at the elementary level are not in the new texts. The Common Core-based math series is very rigorous, and oftentimes is difficult for our students to comprehend. Recommendations Continue to make math fact learning and retention a major focus of the curriculum.  Consistency across grade level concerning the methodology and weekly time commitment should be a priority. Continue to use available technology in the each grade level. Implement the tools and the concepts of discovery as much as possible. When the   algorithms and laws of mathematics are made apparent to students through discovery, their logic structure is enhanced, removing much of the mystery renown in the subject. Start to transition away from teacher-led instruction and more into a guided math approach (student-led).  Limit the amount of time the teacher talks and more about the students’ discovery and practicing the skill. MATERIALS, EQUIPMENT, AND FACILITIES The mathematics textbooks, which are selected through an evaluation process that is based on the Illinois State Goals and Standards as well as other evaluative criteria, are the foundation for mathematics instruction.  The textbooks reflect the spiral approach, identified through the scope and sequence of state goals and local objectives, used to building mathematical understanding.  The textbooks, used hand in hand with the curriculum determine which mathematical concepts the students will encounter. In addition, textbooks affect how students interact with mathematical ideas, develop attitudes towards mathematics, and make sense of mathematics.   The mathematics textbooks must provide the flexibility and opportunity for the use of supplemental materials:  teachers must create classroom environments conducive to the utilization of all materials; and the physical facilities for instruction must promote optimum performance for each student.  Increased focus in Web 2.0 and other technology has been determined to be not only useful, but also necessary in order to reach and teach the students of 2009.  This may necessitate that a teacher become adaptable and informed as to the use of Activboards, computer labs, and other supplements in order to best address the needs of student learning. Materials should develop new topics or ideas as natural extensions or variations of ideas students already know, thus making connections among topics.  Materials should promote active involvement in learning by allowing ample opportunities for students to apply the math they have learned in realistic and meaningful ways.  This would assist the student in seeing the connectedness of math and the real world.   The use of manipulatives, calculators, graphing calculators (Algebra 1 and 2), and technology is therefore an extremely important segment of the total mathematics curriculum.  These materials and equipment must be readily available and regularly used in instruction. Strengths Teachers are incorporating the use of supplemental materials into their mathematics instruction, in order to address all learning styles. Mathematics teachers are making a concerted effort to utilize technology in their mathematics instruction, through use of computer-assisted instruction in their classrooms and the computer labs.  Computer software as well as math websites have been utilized.  It is an advantage that some mathematical applications are also being applied in other subject areas through the use of technology. The facilities in which mathematics is being taught, for the most part, allow for sufficient instructional space for mathematics programs. The use of many varied manipulative materials are being utilized in student learning activities in order to assist with differentiated instruction. iPads with math apps have been very beneficial. This is could also be beneficial when doing RtI, in order to help address varied learning styles.   Online student textbooks and teacher resources have both proved to be valuable. Weaknesses While the need for district security is understood, the current web filtering makes it difficult to fully utilize web supplements, such as TeacherTube.   In some classrooms at the elementary school, storage for manipulatives is at a premium. As teachers begin to utilize technology more in the math area, open lab and laptop use could become an issue in the district. Recommendations Continue to monitor the use and needs concerning the computers in each building. After a thorough review of the district textbooks, the committee recommends the implementation of the following: Grades K:   Houghton Mifflin Harcourt HSP Math 09 Grades 1-5: Houghton Mifflin Harcourt Go Math!  2015 Grades 6-8: Houghton Mifflin Harcourt Larson Big Ideas 2014 Grade 8 Algebra: Houghton Mifflin Harcourt Larson Big Ideas Algebra 1 2015 Applied Math Pearson Prentice Hall Thinking Mathematically 2008 Trigonometry Pearson Prentice Hall Trigonometry 2009 Probability and Statistics Pearson Prentice Hall Elementary Statistics- Triola 2007 PreCalculus Pearson Prentice Hall Precalculus: Graphical, Numerical Algebraic, 7e Calculus Pearson Prentice Hall Calculus: Graphical, Numerical, Algebraic 2007 Algebra I Houghton Mifflin Harcourt Larson Big Ideas Algebra 1 2015 Algebra II Houghton Mifflin Harcourt Larson Big Ideas Algebra 2 2015 Geometry Houghton Mifflin Harcourt Larson Big Ideas Geometry 2015 New textbooks and supplements were received during the 2014-2015 school year. Full implementation will occur in the 2015-2016 school year. Textbooks include an online edition for student use. SCOPE AND SEQUENCE K-8 Math Common Core Scope & Sequence DomainK12345678Counting and CardinalityX        Operations and Algebraic ThinkingXXXXXX   Number and Operations in Base TenXXXXXX   Measurements and DataXXXXXX   GeometryXXXXXXXXXNumber and Operations- Fractions   XXX   Ratios and Proportional Relationships      XX The Number System      XXXExpressions and Equations      XXXStatistics and Probability      XXXFunctions        X HS Math Common Core Scope & Sequence Alg 1Alg 2App Math 1App Math 2GeometryPreCalcProb/StatsTrigonometryNumber and Quantity Concept        The Real Number SystemXX      QuantitiesXX      The Complex Number System X     XVetor and Matrix Quantities       XAlgebra Concept        Seeing Structure in ExpressionsXXX  X  Arithmetic with Polynomials and Rational ExpressionsXX   X  Creating EquationsXXXX X  Reasoning with Equations and InequalitiesXXX  X  Functions Concept        Interpreting FunctionsXXX  X XBuilding FunctionsXXX  X  Linear, Quadratic, and Exponential ModelsXX      Trigonometric Functions       XGeometry Concept        Congruence    X   Similarity, Right Triangles, and Trigonometry    X  XCircles    X   Expressing Geometric Properties with Equations    X   Geometric Measurement and Dimension    XX  Modeling with Geometry    XX  Statistics and Probability Concept        Interpreting Categorical and Quantitative DataXXXX  X Making Inferences and Justifying Conclusions X    X Conditional Probability and the Rules of Probability  XX  X Using Probability to Make Decisions   X  X  APPENDIX Kindergarten Math Vocabulary List 2Dcubelargerput togethersurfaces3Dcurveslengthrectangletake apartabovecylinderlessrelated factstake awayadddataless thanrolltake fromadd todifferencelongerrowtalleraddition (sentence)digitlongestsequencetallyall togetherdoublesmake a tenshapetally chartbackwardsequalmeasureshortertally marksbar graphfewerminusshortestten framebehindflatmoresidestensbelowforwardnext toslidetotalbesidegraphnon-standardsmallertouch pointsbuildgreater thannumbersolidtrianglecirclehexagonnumber bondsortvertexcolumnhow manynumber linesphereverticescomparehundred(s)onessquareweightconein allorderstackwidthcornersin front oforderstandardzerocountinchpatternsubtractcount backis equal topicture graphsubtraction (sentence)count onplanesum **The words below are also used but are not required by common core** heart, star, oval, diamond, octagon, trapezoid, clock, time, hour First Grade Math Vocabulary List adddifferencehexagonmoresphereaddenddigithouronessquareaddition sentencedoubleshour handordersubtraction sentencebar graphdoubles minus onehundredpicture graphsumcircleequal partsis equal toquarter oftally chartcomparefeweris greater than >quarterstenconeflat surfaceis less than <rectanglestrapezoidcount backfourth oflongestrectangular prismtrianglescount onfourthsmake a tenrelated factsunequal partscubehalf hourminusshortestvertexcurved surfacehalf ofminute handsideszerocylinderhalvesminutes Second Grade Math Vocabulary List a.m.estimateline plotpicture graphstandard formaddendexpanded formmeasuring tapeplace valuesubtraction facts &'-125>?VWXYuvwx‘’“­÷óčŻŃÅč½čµ¦žšž‡ypyZ‡yO@OjhØ:UmHnHuhØ:mHnHu*jh2¬hØ:0J!UmHnHuhØ:mHnHuh2¬hØ:0J!mHnHu$jh2¬hØ:0J!UmHnHuh­JFjh­JFUh %h­JFB*OJQJph’hØ CJ(aJ(hÆqXCJ8aJ8he^he^;CJ8aJ8he^hØ ;CJ8aJ8he^he^CJ8aJ8he^hØ CJ8aJ8hØ hćüh`oš0J$ &',-235>³ P Ŗ ł H ˜ ÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷ģźźźäźźź+ Ę&* * )$da$gd %$a$gdØ ­®Æ°±²³“µŃŅÓŌćäå’        # $ % & . ķŽÓŽĄ¬Ąž•žĄžtŽtbŽÓŽĄ¬Ąž•žLĄž*jōh2¬hØ:0J!UmHnHu#jwhØ:UmHnHuhØ:mHnHu*jśh2¬hØ:0J!UmHnHuhØ:mHnHuh2¬hØ:0J!mHnHu'h‹x7hØ:CJOJQJaJmHnHu$jh2¬hØ:0J!UmHnHuh&<ĄmHnHujhØ:UmHnHu#j}hØ:UmHnHu. / 0 J K L M N O P Q R n o p q ˆ ‰ Š ¤ „ ¦ § Ø © Ŗ « ¬ Č É Ź õęõŌęÉę¶¢¶”‹”u¶”õęõcęÉę¶¢¶”‹”M*jčh2¬hØ:0J!UmHnHu#jkhØ:UmHnHu*jīh2¬hØ:0J!UmHnHuhØ:mHnHuh2¬hØ:0J!mHnHu'h‹x7hØ:CJOJQJaJmHnHu$jh2¬hØ:0J!UmHnHuh&<ĄmHnHu#jqhØ:UmHnHujhØ:UmHnHuhØ:mHnHuŹ Ė × Ų Ł ó ō õ ö ÷ ų ł ś ū     % & ' A B C E F G H I J f g ķßŌÅŌ³ÅØÅķ”ķߋßuķßŌÅŌcÅØÅķ”ķߋß#j_hØ:UmHnHu*jāh2¬hØ:0J!UmHnHuhØ:mHnHu'h‹x7hØ:CJOJQJaJmHnHuh&<ĄmHnHu#jehØ:UmHnHujhØ:UmHnHuhØ:mHnHuh2¬hØ:0J!mHnHu$jh2¬hØ:0J!UmHnHug h i u v w ‘ ’ “ • – — ˜ ™ š ¶ · ø ¹ Ä Å Ę ą į ā ä å ę ē č é ź×ɾƾÆ’Æ×~×ÉuÉ_×ɾƾMƒÆ×~×É#jShØ:UmHnHu*jÖh2¬hØ:0J!UmHnHuhØ:mHnHu'h‹x7hØ:CJOJQJaJmHnHuh&<ĄmHnHu#jYhØ:UmHnHujhØ:UmHnHuhØ:mHnHuh2¬hØ:0J!mHnHu$jh2¬hØ:0J!UmHnHu*jÜh2¬hØ:0J!UmHnHu˜ ē 7 † Ö ( y Ē  r Ļ mĢmÅ_°iĄ*“ąF«żżżżżżżżżżżżżżż÷żżżżż÷żż÷żżż+ Ę&* *é        0 1 2 4 5 6 7 8 9 U V W X c d e  öčŅæƤ•¤ƒ•x•ædæčöčNæ褕¤*jŹh2¬hØ:0J!UmHnHu'h‹x7hØ:CJOJQJaJmHnHuh&<ĄmHnHu#jMhØ:UmHnHujhØ:UmHnHuhØ:mHnHuh2¬hØ:0J!\mHnHu$jh2¬hØ:0J!UmHnHu*jŠh2¬hØ:0J!UmHnHuh2¬hØ:0J!mHnHuhØ:mHnHu €  ƒ „ … † ‡ ˆ ¤ „ ¦ § ² ³ “ Ī Ļ Š Ó Ō Õ Ö × Ų ō õ ö ÷  ķŽÓŽĄ¬Ąž•žĄžtŽtbŽÓŽĄ¬Ąž•žLĄž*j¾ h2¬hØ:0J!UmHnHu#jA hØ:UmHnHuhØ:mHnHu*jÄ h2¬hØ:0J!UmHnHuhØ:mHnHuh2¬hØ:0J!mHnHu'h‹x7hØ:CJOJQJaJmHnHu$jh2¬hØ:0J!UmHnHuh&<ĄmHnHujhØ:UmHnHu#jG hØ:UmHnHu   ! 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5hGL2hģ(śhGL25>* h!NhGL2hGL2 hģ(śhGL2 hGL256hģ(śhGL256KĆÄĶŌÉcZZM #„$If^„gdGL2 $IfgdGL2œkdŚ $$IfT–lÖÖ0”’÷œ*r Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ööÖ’’Ö’’Ö’’Ö’’4Ö4Ö laöpÖ’ņņņ’ņņņytGL2ŠTÉŹŪćäcVE<< $IfgdGL2 & F„h$If^„hgdGL2 #„$If^„gdGL2œkd› $$IfT–lÖÖ0”’÷œ*r Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ööÖ’’Ö’’Ö’’Ö’’4Ö4Ö laöpÖ’ņņņ’ņņņytGL2ŠT!"#.īįrf $$Ifa$gdGL2nkd\ $$IfT–lÖÖ”’œ*ˆ t Ö0’’’’’’öˆ6ööÖ’Ö’Ö’Ö’4Ö4Ö laöytGL2ŠT #„Œ$If^„ŒgdGL2# & F „h$If^„hgdGL2./?l‚„»ÉvevPv? & F„y$If^„ygdGL2 & F„4„Ģž$If^„4`„ĢžgdGL2 & F„H$If^„HgdGL2 $IfgdGL2€kdŚ $$IfT–lÖ”]Ö”’œ*ˆ Ö t Ö ’ņņņÖ0’’’’’’öˆ6ööÖ’Ö’Ö’Ö’4Ö4Ö laöpÖ ’ņņņytGL2ŠTÉŹĖŪh[[ #„$If^„gdGL2–kd{$$IfT–lÖ”]ÖF”’ź Cœ*‚ƒƒ t Ö0’’’’’’öˆ6ööÖ ’’’Ö ’’’Ö ’’’Ö ’’’4Ö4Ö laöytGL2ŠTŪÜŻŽßčļĢ}uuull_ #„$If^„gdGL2 $IfgdGL2$a$gdGL2kd $$IfT–lÖÖ0”’ œ*¹Ļ t Ö0’’’’’’öˆ6ööÖ’’Ö’’Ö’’Ö’’4Ö4Ö laöytGL2ŠTĢĶŽęēcVE<< $IfgdGL2 & F„h$If^„hgdGL2 #„$If^„gdGL2œkd—$$IfT–lÖÖ0”’÷œ*r Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ööÖ’’Ö’’Ö’’Ö’’4Ö4Ö laöpÖ’ņņņ’ņņņytGL2ŠT,-8īs $$Ifa$gdGL2nkdX$$IfT–lÖÖ”’œ*ˆ t Ö0’’’’’’öˆ6ööÖ’Ö’Ö’Ö’4Ö4Ö laöytGL2ŠT# & F „h$If^„hgdGL289IvŒÆÅÓvevPv? & F„y$If^„ygdGL2 & F„4„Ģž$If^„4`„ĢžgdGL2 & F„H$If^„HgdGL2 $IfgdGL2€kdÖ$$IfT–lÖ”]Ö”’œ*ˆ Ö t Ö ’ņņņÖ0’’’’’’öˆ6ööÖ’Ö’Ö’Ö’4Ö4Ö laöpÖ ’ņņņytGL2ŠTÓŌÕåh[[ #„$If^„gdGL2–kdw$$IfT–lÖ”]ÖF”’ź Cœ*‚ƒƒ t Ö0’’’’’’öˆ6ööÖ ’’’Ö ’’’Ö ’’’Ö ’’’4Ö4Ö laöytGL2ŠTåęēč*}uuui` $IfgdGL2 $$Ifa$gdGL2$a$gdGL2kd$$IfT–lÖÖ0”’ œ*¹Ļ t Ö0’’’’’’öˆ6ööÖ’’Ö’’Ö’’Ö’’4Ö4Ö laöytGL2ŠT*+4;ŸcZZM #„$If^„gdGL2 $IfgdGL2œkd“$$IfT–lÖÖ0”’÷œ*r Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ööÖ’’Ö’’Ö’’Ö’’4Ö4Ö laöpÖ’ņņņ’ņņņytGL2ŠTŸ ±Ū A_cVEEEE & F„h$If^„hgdGL2 #„$If^„gdGL2œkdT$$IfT–lÖÖ0”’÷œ*r Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ööÖ’’Ö’’Ö’’Ö’’4Ö4Ö laöpÖ’ņņņ’ņņņytGL2ŠT_`~ĀĆĪööåvj $$Ifa$gdGL2nkd$$IfT–lÖÖ”’œ*ˆ t Ö0’’’’’’öˆ6ööÖ’Ö’Ö’Ö’4Ö4Ö laöytGL2ŠT# & F „h$If^„hgdGL2 $IfgdGL2_`}~ĮĀĆĶĪĻß  #EF\jklm|}~‰‘b d u Ń Ņ ļ š & ' ( 2 3 4 D q r ˆ Ŗ « Į Ļ Š Ń Ņ į ā ć   * + 4 ; < < > O s t ‘ ’ ø ¹ ŗ Ä Å Ę Ö łļłėäłß׳ßė×ßė×ßė׳ļėäłßłėłŠłļėłļłėäłß׳ßė×ßė×ßė׳ļėäłßĘæĘłėłŠłļėłļłėäłß×łß hGL256hģ(śhGL256 h!NhGL2h@MPhGL25 hGL25 h 5hGL2hGL2hģ(śhGL25>* hģ(śhGL2KĪĻß 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,¤¤$If[$\$‘kdØ$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠTįÅāÅéÅõÅĘ ĘĘm````` ,¤¤$If[$\$‘kd§Ø$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠTĘĘ!Ę'Ę9ĘBĘFĘm````` ,¤¤$If[$\$‘kd0©$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠTFĘGĘLĘYĘhĘsĘ}Ęm````` ,¤¤$If[$\$‘kd¹©$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT}Ę~ʉʓʛʭʷĘm````` ,¤¤$If[$\$‘kdBŖ$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT¬Ę­Ę¶Ę·ĘøĘĄĘĮĘČĘÉĘÓĘŌĘįĘāĘļĘšĘńĘõĘöĘ’ĘĒĒĒĒĒĒĒĒ%Ē&Ē-Ē.Ē9Ē:Ē?Ē@ĒDĒEĒFĒNĒOĒUĒVĒ]Ē`ĒaĒ‰ĒĒŽĒ–Ē—Ē Ē”Ē®ĒÆĒ¼Ē½Ē¾ĒÄĒÅĒŅĒÓĒįĒāĒķĒīĒ’ĒČ0 0 0 0 0 0 0 0 +0 ,0 20 30 üįüŁįüĒüįüįüĒüŁįüĒüįüįüįüŁĒüĒüĒüįüįüŁįüįüĒüŁüĒüĒüĒüįüĒüŁįüĒüĒüĒüĒüÅŁĒüĒüĒüĒüĒüU#hØ:B*CJOJQJ^JaJphhØ:CJaJ4hØ:B*CJOJQJ^JaJfHąphqŹ ’’’hØ:N·ĘøĘĮĘÉĘŌĘāĘšĘm````` ,¤¤$If[$\$‘kdĖŖ$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠTšĘńĘöĘĒĒĒĒm````` ,¤¤$If[$\$‘kdT«$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠTĒĒ&Ē.Ē:Ē@ĒEĒm````` ,¤¤$If[$\$‘kdŻ«$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠTEĒFĒOĒVĒ^Ē_Ē`Ēm```ZZ$If ,¤¤$If[$\$‘kdf¬$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT`ĒaĒdĒeĒˆĒ‰ĒŽĒ—Ē”ĒÆĒmfa\aOOOO ,¤¤$If[$\$gdØ:gdØ:¤šgdØ:‘kdļ¬$$IfT–Ör—’&/=³t&BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT ÆĒ½Ē¾ĒÅĒÓĒāĒīĒČī\OOOOī ,¤¤$If[$\$‘kdx­$$IfT–Ör—’zj )Q BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT,„=’¤¤$If[$\$]„=’addition factsfacesmeterproblem solvingthirdsanglesfact familyMeter stickproductthousandsbar graphfootmultiplicationquadrilateralsthree-dimensionalbar modelfractional partnumber linequarter (coin)two-dimensionalbreak aparthalf dollar (coin)number namesregroupvaluecentshalvesp.m.rowsyardcolumnshexagonpatternsruleryardstickdollarhundredspentagonskip countnickel (coin) dime (coin) Third Grade Math Vocabulary List areaopen number linearrayorder of operationsbar graphparenthesesdenominatorpatterndivideperimeterdividendproductdivisorquadrilateralselapsed timequotientequal sharesrhombusequivalentroundevenrow/columnfactorscale (of graph)formula (equation, number  sentence)skip countfraction bartablegramunit fractionkilogramunit square (square unit)line plotunknownlitervariablemultiplywhole numbernumeratorodd Fourth Grade Math Vocabulary List acute anglelinesanglesmixed numberarea modelmultiplescompositeobtuse angleconversionouncedecimalparallel linesdegreesperpendicular linesendpointpointsequationpoundequivalent fractionsprimeestimationprotractorfactor pairsrayhundredthsremainderimproper fractionright angleline of symmetry right triangleline plotsequenceline segmentstabletenths Fifth Grade Math Vocabulary List bracesnumerical expressionbracketsobtuse trianglecommon denominatorordered pairscoordinate planeorigincorresponding termsparenthesescustomary units of lengthpartial productcustomary units of volumepartial quotientscustomary units of weightpowers of 10decimal pointscalene triangleequilateral trianglethousandthsevaluatevolumeformulax-axismetric unit of lengthx-coordinatemetric unit of massy-axismetric unit of volumey-coordinate Sixth Grade Math Vocabulary List absolute valueinputproportionalgorithmintegerquadrilateralbox plotinterquartile rangerangecoefficientleast commonratedependent variablelike termratiodistributive propertymeanrational numberdot plotmean absolute deviationrectangular prismdouble number linemedianrepeating decimaledgemodesubstitutionequationsnegative numbersurface areaexponentsnetstape diagramexpressionoppositetermfaceorder of operationsterminating decimalfactorordered pairunit rategreatest commonoutliervariablehistogramoutputvertexindependent variablepolygonzero pairinequalitypositive number Seventh Grade Math Vocabulary List additive inverseindependent eventsample populationadjacent anglesinequalityscale drawingcircumferencekitescale factorcombinationlateral surface areaselling pricecommissionslike termssimple eventcomplementary anglesmarkupsimple interestcomplex fractionmultiplicative inversesimulationcomposite figurepercent errorslant heightcompound eventspercent of decreaseslopeconstant of proportionalitypercent of increasesupplementary anglescounting principlepermutationsurface areadependent eventplane sectionstaxdirect variationprincipaltransformationsdiscountprobabilitytree diagramequivalent equationsproportionunit ratefactoring an expressionrandom samplingvariabilityfrequencyrational numbervertical anglesgratuitiessale price Eighth Grade Math Vocabulary List Angle of rotationOutputSphereBasePerfect cubeSquare rootCenter of dilationPerfect squareStandard FormCenter of rotationPoint-slope formSystem of Linear EquationsConcave polygonPowerTheoremCongruent figuresPythagorean TheoremTransformationConvex polygonRadical SignTranslationCorresponding anglesRadicandTransversalCorresponding sidesReal numbersTwo-way TableCube rootReflectionX-InterceptDilationRegular polygonY-InterceptDistance formulaRelationExponentRiseExterior anglesRotationFunctionRunFunction ruleScale factorHemisphereScientific notationHypotenuseSimilar figuresImageSimilar solidsIndirect MeasurementSlopeInputSlope-Intercept Form High School Math Vocabulary Lists High School Number and QuantityHigh School Algebracomplex conjugateBinomial Theoremcomplex numbercomplete the squaredeterminantexponential functionFundamental Theorem of Algebrageometric seriesidentity matrixlogarithmic functionimaginary numbermaximuminitial pointminimummatricesPascal’s Trianglemoduliquadratic formulaparallelogram rulequadratic functionpolar formRemainder Theorempolynomialquadratic equationrational exponentreal numberrectangular formscalar multiplicationterminal pointvectorvelocityzero matrix High School Functions amplitudeinversearcinvertible functionarithmetic sequencelogarithmic functionconstant functionmidlinecosinenegative intervalsdecreasing intervalsperioddomainpositive intervalsexponential decayradian measureexponential functionrangeexponential growthrational functionFibonacci sequencerecursive processfunction notationrelative maximumgeometric sequencesineincreasing intervalstangentinterceptstrigonometric functionamplitudeinversearcinvertible functionarithmetic sequencelogarithmic functionconstant functionmidline High School Geometry AA similarityinversealtitudeLaw of CosinesangleLaw of Sines angle-side-angle (ASA)linearcline segmentsbiconditionalparallel linesbisectorsperpendicular linescirclepointcircumscribeproportionalitycongruentrigid motionconversescale factordeductive reasoningsecantdilationside-angle-side (SAS)inductive reasoningside-side-side (SSS)inscribetangenttheorem High School Statistics and Probability 2-way frequency tableintersectionsaddition rulejoint relative frequencybox plotmargin of errorcausationmarginal relative frequencycombinationsmultiplication rulecomplementsobservational studiesconditional probabilityoutlierconditional relative frequencypermutationscorrelationrelative frequencycorrelation coefficientresidualsdot plotsample surveyexperimentsimulation modelsfrequency tablestandard deviationhistogramsubsetsindependenttheoretical probabilityinterquartile rangeunions      PAGE \* MERGEFORMAT 338 Č0 0 0 0 ,0 30 m````O,„=’¤¤$If[$\$]„=’ ,¤¤$If[$\$‘kd®$$IfT–Ör—’zj )Q BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT30 40 ;0 G0 S0 [0 e0 m````O,„=’¤¤$If[$\$]„=’ ,¤¤$If[$\$‘kdŠ®$$IfT–Ör—’zj )Q BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT30 40 :0 ;0 F0 G0 R0 S0 Z0 [0 d0 e0 f0 o0 p0 t0 u0 ƒ0 „0 ’0 “0 ¤0 „0 ¦0 Æ0 °0 æ0 Ą0 Ė0 Ģ0 Ś0 Ū0 ź0 ė0 ģ0 ÷0 ų0 1 1 1 1 1 1 %1 &1 '1 ,1 -1 31 41 81 91 =1 >1 B1 C1 D1 K1 L1 S1 T1 \1 ]1 b1 c1 l1 m1 n1 t1 u1 }1 ~1 ųęāęāęāęāęāųĒāęāęāĒāµāųęāęāęāęāęāųęāęāęāęāęāųęāĒāęāĒāęāųĒāĒāĒāęāęāųęāĒā#hØ:B*CJOJQJ^JaJph4hØ:B*CJOJQJ^JaJfHąphqŹ ’’’hØ:#hØ:B*CJOJQJ^JaJphhØ:CJaJGe0 f0 p0 u0 „0 “0 „0 m````O,„=’¤¤$If[$\$]„=’ ,¤¤$If[$\$‘kdÆ$$IfT–Ör—’zj )Q BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT„0 ¦0 °0 Ą0 Ģ0 Ū0 ė0 m````O,„=’¤¤$If[$\$]„=’ ,¤¤$If[$\$‘kdœÆ$$IfT–Ör—’zj )Q BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠTė0 ģ0 ų0 1 1 1 &1 m````O,„=’¤¤$If[$\$]„=’ ,¤¤$If[$\$‘kd%°$$IfT–Ör—’zj )Q BBBBB t ö6Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’Ö’’’’’’’’’’’’’’’2Öi4ÖBÖaöytØ:ŠT&1 '1 -1 41 91 >1 C1 m````O,„=’¤¤$If[$\$]„=’ ,¤¤$If[$\$‘kd®°$$IfT–Ör—’zj )Q BBBBB 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–l”K Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠT€$$If–!vh#v+:V –l”] t Ö0’’’’’’öˆ6ö5Öˆyt,3ŠTŸ$$If–!vh#v+:V –l”] Ö t Ö ’ņņņÖ0’’’’’’öˆ6ö5ÖˆpÖ ’ņņņyt,3ŠTŽ$$If–!vh#vV#vY:V –l”] t Ö0’’’’’’öˆ6ö5Ö‚5Öƒyt,3ŠTŽ$$If–!vh#vŲ#v0 :V –l”] t Ö0’’’’’’öˆ6ö5Öt5Öyt,3ŠTĆ$$If–!vh#vÖ#v2&:V –l”] Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠT€$$If–!vh#v+:V –l”] t Ö0’’’’’’öˆ6ö5Öˆyt,3ŠTŸ$$If–!vh#v+:V –l”] Ö t Ö ’ņņņÖ0’’’’’’öˆ6ö5ÖˆpÖ ’ņņņyt,3ŠTŽ$$If–!vh#vV#vY:V –l”] t Ö0’’’’’’öˆ6ö5Ö‚5Öƒyt,3ŠTŽ$$If–!vh#vŲ#v0 :V –l”] t Ö0’’’’’’öˆ6ö5Öt5Öyt,3ŠTĆ$$If–!vh#vÖ#v2&:V –l”K Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠTĆ$$If–!vh#vÖ#v2&:V –l”K Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠT€$$If–!vh#v+:V –l”] t Ö0’’’’’’öˆ6ö5Öˆyt,3ŠTŸ$$If–!vh#v+:V –l”] Ö t Ö ’ņņņÖ0’’’’’’öˆ6ö5ÖˆpÖ ’ņņņyt,3ŠTŽ$$If–!vh#vV#vY:V –l”] t Ö0’’’’’’öˆ6ö5Ö‚5Öƒyt,3ŠTŽ$$If–!vh#vŲ#v0 :V –l”] t Ö0’’’’’’öˆ6ö5Öt5Öyt,3ŠTŠ$$If–!vh#v #vM:V –l t Ö0’’’’’’ö6ö5Ö 5ÖMyt,3ŠTŠ$$If–!vh#v #vM:V –l t Ö0’’’’’’ö6ö5Ö 5ÖMyt,3ŠTŠ$$If–!vh#v #vM:V –l t Ö0’’’’’’ö6ö5Ö 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t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠT€$$If–!vh#v+:V –l”] t Ö0’’’’’’öˆ6ö5Öˆyt,3ŠTŸ$$If–!vh#v+:V –l”] Ö t Ö ’ņņņÖ0’’’’’’öˆ6ö5ÖˆpÖ ’ņņņyt,3ŠTŽ$$If–!vh#vV#vY:V –l”] t Ö0’’’’’’öˆ6ö5Ö‚5Öƒyt,3ŠTŽ$$If–!vh#vŲ#v0 :V –l”] t Ö0’’’’’’öˆ6ö5Öt5Öyt,3ŠTĆ$$If–!vh#vÖ#v2&:V –l”K Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠTĆ$$If–!vh#vÖ#v2&:V –l”K Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠT€$$If–!vh#v+:V –l”] t Ö0’’’’’’öˆ6ö5Öˆyt,3ŠTŸ$$If–!vh#v+:V –l”] Ö t Ö ’ņņņÖ0’’’’’’öˆ6ö5ÖˆpÖ ’ņņņyt,3ŠTŽ$$If–!vh#vV#vY:V –l”] t Ö0’’’’’’öˆ6ö5Ö‚5Öƒyt,3ŠTŽ$$If–!vh#vŲ#v0 :V –l”] t Ö0’’’’’’öˆ6ö5Öt5Öyt,3ŠTĆ$$If–!vh#vÖ#v2&:V –l”K Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠTĆ$$If–!vh#vÖ#v2&:V –l”K Ö t Ö’ņņņ’ņņņÖ0’’’’’’öˆ6ö5Ö25ÖVpÖ’ņņņ’ņņņyt,3ŠT€$$If–!vh#v+:V –l”] t Ö0’’’’’’öˆ6ö5Öˆyt,3ŠTŸ$$If–!vh#v+:V –l”] Ö t Ö ’ņņņÖ0’’’’’’öˆ6ö5ÖˆpÖ ’ņņņyt,3ŠTŽ$$If–!vh#vV#vY:V –l”] t Ö0’’’’’’öˆ6ö5Ö‚5Öƒyt,3ŠTŽ$$If–!vh#vŲ#v0 :V –l”] t Ö0’’’’’’öˆ6ö5Öt5Öyt,3ŠTŠ$$If–!vh#v#vM:V –l t Ö0’’’’’’ö6ö5֏5ÖMyt,3ŠTŠ$$If–!vh#v#vM:V –l 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„„˜ž^„`„˜ž‡hˆH.’h „ą„L’^„ą`„L’‡hˆH.h „°„˜ž^„°`„˜ž‡hˆH.h „€„˜ž^„€`„˜ž‡hˆH.’h „P„L’^„P`„L’‡hˆH.h„E„˜ž^„E`„˜žOJQJo(‡hˆH·šh„„˜ž^„`„˜žOJ QJ ^J o(‡hˆHoh„å „˜ž^„å `„˜žOJ QJ o(‡hˆH§šh„µ „˜ž^„µ `„˜žOJQJo(‡hˆH·šh„…„˜ž^„…`„˜žOJ QJ ^J o(‡hˆHoh„U„˜ž^„U`„˜žOJ QJ o(‡hˆH§šh„%„˜ž^„%`„˜žOJQJo(‡hˆH·šh„õ„˜ž^„õ`„˜žOJ QJ ^J o(‡hˆHoh„Å„˜ž^„Å`„˜žOJ QJ o(‡hˆH§š„Š„˜ž^„Š`„˜žo(.€ „ „˜ž^„ `„˜ž‡hˆH.‚ „p„L’^„p`„L’‡hˆH.€ „@ „˜ž^„@ `„˜ž‡hˆH.€ „„˜ž^„`„˜ž‡hˆH.‚ „ą„L’^„ą`„L’‡hˆH.€ „°„˜ž^„°`„˜ž‡hˆH.€ „€„˜ž^„€`„˜ž‡hˆH.‚ „P„L’^„P`„L’‡hˆH.h„Š„˜ž^„Š`„˜žOJQJo(‡hˆH·šh„ „˜ž^„ `„˜žOJ QJ ^J o(‡hˆHoh„p„˜ž^„p`„˜žOJ QJ o(‡hˆH§šh„@ „˜ž^„@ `„˜žOJQJo(‡hˆH·šh„„˜ž^„`„˜žOJ QJ ^J o(‡hˆHoh„ą„˜ž^„ą`„˜žOJ QJ o(‡hˆH§šh„°„˜ž^„°`„˜žOJQJo(‡hˆH·šh„€„˜ž^„€`„˜žOJ QJ ^J o(‡hˆHoh„P„˜ž^„P`„˜žOJ QJ o(‡hˆH§šh „Š„˜ž^„Š`„˜ž‡hˆH.h „ „˜ž^„ `„˜ž‡hˆH.’h „p„L’^„p`„L’‡hˆH.h „@ „˜ž^„@ `„˜ž‡hˆH.h „„˜ž^„`„˜ž‡hˆH.’h „ą„L’^„ą`„L’‡hˆH.h „°„˜ž^„°`„˜ž‡hˆH.h „€„˜ž^„€`„˜ž‡hˆH.’h „P„L’^„P`„L’‡hˆH.h„Š„˜ž^„Š`„˜žOJQJo(‡hˆH·šh„ „˜ž^„ `„˜žOJ QJ ^J 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