ࡱ>  q` bbjbjqPqP C::(T^'^'^'' + Q66 8(H8H8H89?9?9?$h]QD=9?DDH8H8I MMMDVH8H8MDMMp[H\H86 @7^'IT\]O!0Q\6MK$H\H\H9?@0MBC9?9?9?L9?9?9?QDDDDS    INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 1 Number Sense Students compare and order positive and negative integers(, decimals, fractions, and mixed numbers. They find multiples( and factors(.6.1.1Understand and apply the basic concept of negative numbers (e.g., on a number line, in counting, in temperature, in owning). Example: The temperature this morning was -6 and now it is 3. How much has the temperature risen? Explain your answer.6.1.2Interpret the absolute value of a number as the distance from zero on a number line, and find the absolute value of real numbers. Example: Use a number line to explain the absolute values of -3 and of 7.6.1.3*Compare and represent on a number line positive and negative integers, fractions, decimals (to hundredths), and mixed numbers. Example: Find the positions on a number line of 3.56, -2.5, 15/6, and -4.6.1.4Convert between any two representations of numbers (fractions, decimals, and percents) without the use of a calculator. Example: Write 5/8 as a decimal and as a percent.6.1.5Recognize decimal equivalents for commonly used fractions without the use of a calculator. Example: Know that S! = 0.333, = 0.5, 2/5 = 0.4, etc.6.1.6Use models to represent ratios. Example: Divide 27 pencils to represent the ratio 4:5.6.1.7Find the least common multiple( and the greatest common factor( of whole numbers. Use them to solve problems with fractions (e.g., to find a common denominator to add two fractions or to find the reduced form for a fraction). Example: Find the smallest number that both 12 and 18 divide into. How does this help you add the fractions 5/12 and 7/18?* Extra Significance ( positive and negative integers, -3, -2, -1, 0, 1, 2, 3, ( multiples: e.g., multiples of 7 are 7, 14, 21, 28, etc. ( factors: e.g., factors of 12 are 1, 2, 3, 4, 6, 12 ( least common multiple: e.g., the least common multiple of 4 and 6 is 12 ( greatest common factor: e.g., the greatest common factor of 18 and 42 is 6 INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 2 Computation Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages.6.2.1Add and subtract positive and negative integers. Example: 17 + -4 = ?, -8 -5 =?.6.2.2Multiply and divide positive and negative integers. Example: Continue the pattern: 3 x 2 = ?, 2 x 2 = ?, 1 x 2 = ?, 0 x 2 = ?, -1 x 2 = ?, -2 x 2 = ?, etc.6.2.3Multiply and divide decimals. Example: 3.265 x 0.96 = ?, 56.79 ( 2.4 = ?.6.2.4Explain how to multiply and divide positive fractions and perform the calculations. Example: Explain why ]! ( 15/16 = ]! ( 16/15 = T!.6.2.5Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. Example: You want to place a towel bar 9 inches long in the center of a door 27 inches wide. How far from each edge should you place the bar? Explain your method.6.2.6Interpret and use ratios to show the relative sizes of two quantities. Use the notations: a/b, a to b, a:b. Example: A car moving at a constant speed travels 130 miles in 2 hours. Write the ratio of distance to time and use it to find how far the car will travel in 5 hours.6.2.7*Understand proportions and use them to solve problems. Example: Sam made 8 out of 24 free throws. Use a proportion to show how many free throws Sam would probably make out of 60 attempts.6.2.8*Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips. Example: In a sale, everything is reduced by 20%. Find the sale price of a shirt whose pre-sale price was $30.6.2.9Use estimation to decide whether answers are reasonable in decimal problems. Example: Your friend says that 56.79 ( 2.4 = 2.36625. Without solving, explain why you think the answer is wrong.6.2.10Use mental arithmetic to add or subtract simple fractions and decimals. Example: Subtract 1/6 from without using pencil and paper.* Extra Significance INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 3 Algebra and Functions Students write verbal expressions and sentences as algebraic expressions and equations. They evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results. They investigate geometric relationships and describe them algebraically.6.3.1*Write and solve one-step linear equations and inequalities in one variable and check the answers. Example: The area of a rectangle is 143 cm2 and the length is 11 cm. Write an equation to find the width of the rectangle and use it to solve the problem. Describe how you will check to be sure that your answer is correct.6.3.2Write and use formulas with up to three variables to solve problems. Example: You have P dollars in a bank that gives r% simple interest per year. Write a formula for the amount of interest you will receive in one year. Use the formula to find the amount of interest on $80 at 6% per year for one year.6.3.3Interpret and evaluate expressions that use grouping symbols such as parentheses. Example: Find the values of 10 (7 3) and of 2(10 7)(3 + 1).6.3.4Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations. Example: Write in symbols: add 19 and 34 and double the result.6.3.5Use variables in expressions describing geometric quantities. Example: Let l, w, and P be the length, width, and perimeter of a rectangle. Write a formula for the perimeter in terms of the length and width.6.3.6Apply the correct order of operations and the properties of real numbers (e.g., identify, inverse, commutative(, associative(, and distributive( properties) to evaluate numerical expressions. Justify each step in the process. Example: Simplify 3(4 1) + 2. Explain your method.6.3.7*Identify and graph ordered pairs in the four quadrants of the coordinate plane. Example: Plot the points (3, -1), (-6, 2) and (9, -3). What do you notice?* Extra Significance INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 3 Algebra and Functions Students write verbal expressions and sentences as algebraic expressions and equations. They evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results. They investigate geometric relationships and describe them algebraically.6.3.8Solve problems involving linear functions with integer( values. Write the equation and graph the resulting ordered pairs of integers on a grid. Example: A plant is 3 cm high the first time you measure it (on Day 0). Each day after that the plant grows by 2 cm. Write an equation connecting the height and the number of the day and draw its graph.6.3.9Investigate how a change in one variable relates to a change in a second variable. Example: In the last example, what do you notice about the shape of the graph? ( commutative property: the order when adding or multiplying numbers makes no difference (e.g., 5 + 3 = 3 + 5), but note that this is not true for subtraction or division ( associative property: the grouping when adding or multiplying numbers makes no difference (e.g., in 5 + 3 + 2, adding 5 and 3 and then adding 2 is the same as 5 added to 3 + 2), but note that this is not true for subtraction or division. ( distributive property: e.g., 3(5 + 2) = (3 x 5) r (3 x 2) ( integers: , -3, -2, -1, 0, 1, 2, 3, INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 4 Geometry Students identify, describe, and classify the properties of plane and solid geometric shapes and the relationships between them.6.4.1Identify and draw vertical(, adjacent(, complementary(, and supplementary( angles and describe these angle relationships. Example: Draw two parallel lines with another line across them. Identify all pairs of supplementary angles.6.4.2Use the properties of complementary, supplementary, and vertical angles to solve problems involving an unknown angle. Justify solutions. Example: Find the size of the supplement to an angle that measures 122. Explain how you obtain your answer.6.4.3Draw quadrilaterals( and triangles from given information about them. Example: Draw a quadrilateral with equal sides but no right angles.6.4.4Understand that the sum of the interior angles of any triangle is 180 and that the sum of the interior angles of any quadrilateral is 360. Use this information to solve problems. Example: Find the size of the third angle of a triangle with angles of 73 and 49.6.4.5Identify and draw two-dimensional shapes that are similar(. Example: Draw a triangle similar to a given rectangle, but twice the size.6.4.6Draw the translation (slide) and reflection (flip) of shapes. Example: Draw a square and then slide it 3 inches horizontally across your page. Draw the new square in a different color.6.4.7Visualize and draw two-dimensional views of three-dimensional objects made from rectangular solids. Example: Draw a picture of an arrangement of rectangular blocks from the top, front, and right-hand side. ( vertical angles: angles 1 and 3 or 2 and 4 ( adjacent angles: angles 1 and 2 or 2 and 3, etc. ( complementary angles: two angles whose sum is 90 ( supplementary angles: two angles whose sum is 180 (angles 1 and 2) INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) STANDARD 4, CONT.  ( quadrilateral: a two-dimensional figure with four sides ( similar: the term to describe figures that have the same shape but may not have the same size INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 5 Measurement Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems. They calculate with temperature and money, and choose appropriate units of measure in other areas.6.5.1*Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles. Example: A triangular sheet of metal is about 1 foot across. Describe the units and tools you would use to measure its weight, its angles, and the lengths of its sides.6.5.2Understand and use larger units for measuring length by comparing miles to yards and kilometers to meters. Example: How many meters are in a kilometer?6.5.3Understand and use larger units for measuring area by comparing acres and square miles to square yards and square kilometers to square meters. Example: How many square meters are in a square kilometer?6.5.4Understand the concept of the constant ( as the ratio of the circumference to the diameter of a circle. Develop and use the formulas for the circumference and area of a circle. Example: Measure the diameter and circumference of several circular objects. (use string to find the circumference.) With a calculator, divide each circumference by its diameter. What do you notice about the results?6.5.5Know common estimates of ( (3.14, 22/7) and use these values to estimate and calculate the circumference and the area of circles. Compare with actual measurements. Example: Find the area of a circle of radius 15 cm.6.5.6Understand the concept of significant figures and round answers to an appropriate number of significant figures. Example: You measure the diameter of a circle as 2.47 m and use the approximation 3.14 for ( to calculate the circumference. Is it reasonable to give 7.7558 m as your answer? Why or why not?6.5.7Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area of these objects. Example: Find the total surface area of a shoe box with length 30 cm, width 15 cm, and height 10 cm.* Extra significance INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 5 Measurement Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems. They calculate with temperature and money, and choose appropriate units of measure in other areas.6.5.8Use strategies to find the surface area and volume of right prisms( and cylinders using appropriate units. Example: Find the volume of a cylindrical can 15 cm high and with a diameter of 8 cm.6.5.9*Use a formula to convert temperatures between Celsius and Fahrenheit. Example: What is the Celsius equivalent of 100F? Explain your method.6.5.10Add, subtract, multiply, and divide with money in decimal notation. Example: Share $7.25 among five people.* Extra significance ( right prism: a three-dimensional shape with two congruent ends that are polygons and all other faces are rectangles INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 6 Data Analysis and Probability Students compute and analyze statistical measures for data sets. They determine theoretical and experimental probabilities and use them to make predictions about events.6.6.1*Organize and display single-variable data in appropriate graphs and stem-and-leaf plots, and explain which types of graphs are appropriate for various data sets. Example: This stem-and-leaf diagram shows a set of test scores for your class: Stem Leaf 6 2 3 7 7 1 5 5 6 8 9 8 0 1 1 2 3 3 5 7 8 8 9 1 2 2 3 3 4 Find your score of 85 in this diagram. Are you closer to the top or the bottom of the class on this test?6.6.2Make frequency tables for numerical data, grouping the data in different ways to investigate how different groupings describe the data. Understand and find relative and cumulative frequency for a data set. Use histograms of the data and of the relative frequency distribution, and a broken line graph for cumulative frequency, to interpret the data. Example: A bag contains pens in three colors. Nine students each draw a pen from the bag without looking, then record the results in the frequency table shown. Complete the column showing relative frequency. Color Frequency Relative Frequency Red 2 2/9 Green 4 Purple 3 * Extra significance INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 6 Data Analysis and Probability Students compute and analyze statistical measures for data sets. They determine theoretical and experimental probabilities and use them to make predictions about events.6.6.3Compare the mean(, median(, and mode( for a set of data and explain which measure is most appropriate in a given context. Example: Twenty students were given a science test and the mean, median and mode were as follows: mean = 8.5, median = 9, mode = 10. What does the difference between the mean and the mode suggest about the twenty quiz scores?6.6.4*Show all possible outcomes for compound events in an organized way and find the theoretical probability of each outcome. Example: A box contains four cards with the numbers 1 through 4 written on them. Show a list of all the possible outcomes if you draw two cards from the box without looking. What is the theoretical probability that you will draw the numbers one and two? Explain your answer.6.6.5Use data to estimate the probability of future events. Example: Teams A and B have played each other 3 times this season and Team A has won twice. When they play again, what is the probability of Team B winning? How accurate do you think this estimate is?6.6.6Understand and represent probabilities as ratios, measures of relative frequency, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable. Example: The weather forecast says that the chance of rain today is 30%. Should you carry an umbrella? Explain your answer.* Extra significance ( stem-and-leaf plot: the example under 6.6.1 shows 62, 63, 67, 71, 75, 75, 76, etc. ( mean: the average obtained by adding the values and dividing by the number of values ( median: the value that divides a set of data, written in order of size, into two equal parts ( mode: the most common value in a given data set INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 7 Problem Solving Students make decisions about how to approach problems and communicate their ideas.6.7.1Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. Example: Solve the problem: Develop a method for finding all the prime numbers up to 100. Notice that any numbers that 4, 6, 8, divide into also divide exactly by 2, and so you do not need to test 4, 6, 8, .6.7.2Make and justify mathematical conjectures based on a general description of a mathematical question or problem. Example: In the first example, decide that you need to test only the prime numbers as divisors, and explain it in the same way as for 4, 6, 8, .6.7.3Decide when and how to break a problem into simpler parts. Example: In the first example, decide to find first those numbers not divisible by 2.Students use strategies, skills, and concepts in finding and communicating solutions to problems.6.7.4Apply strategies and results from simpler problems to solve more complex problems. Example: In the first example, begin by finding all the prime numbers up to 10.6.7.5Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work. Example: In the first example, use a hundreds chart to cross off all multiples of 2 (except 2), then all multiples of 3 (except 3), then all multiples of 5 (except 5), etc. Explain why you are doing this.6.7.6Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. Example: Calculate the perimeter of a rectangular field that needs to be fenced. How accurate should you be: To the nearest kilometer, meter, centimeter, or millimeter? Explain your answer.6.7.7Select and apply appropriate methods for estimating results of rational-number computations. Example: Measure the length and height of the walls of a room to find the total area. Estimate an answer by imagining meter squares covering the walls. INDIANA ACADEMIC STANDARDS & POWER INDICATORS (Power Indicators in bold) Standard 7 Problem Solving Students make decisions about how to approach problems and communicate their ideas.6.7.8Use graphing to estimate solutions and check the estimates with analytic approaches. Example: Use a graphing calculator to estimate the coordinates of the point where the straight line y = 8x 3 crosses the x-axis. Confirm your answer by checking it in the equation.6.7.9Make precise calculations and check the validity of the results in the context of the problem. Example: In the first example, check whether some of the numbers not crossed out are in fact primes.Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations.6.7.10Decide whether a solution is reasonable in the context of the original situation. Example: In the first example, decide whether your method was a good onedid it find all the prime numbers efficiently?6.7.11Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. Example: Use a hundreds chart to find all the numbers that are multiples of both 2 and 3. K-6 EVERYDAY MATHEMATICS PACING GUIDE August/ September October November December January February March AprilMay/ JuneKindergartenpp. 10-26pp. 27-48pp. 49-88pp. 89-118pp. 119-155pp. 156-189pp. 190-225pp. 226-266pp. 267-298FirstSections 1.1-2.3Sections 2.4-3.3Sections 3.4-4.4Sections 4.5-5.3Sections 5.4-6.4Sections 6.5-7.2Sections 7.3-8.5Sections 8.6-9.6Sections 9.7-10.7SecondSections 1.1-2.7Sections 2.8-3.6Sections 3.7-4.7Sections 4.8-5.10Sections 6.1-7.3Sections 7.4-8.5Sections 8.6-9.11Sections 10.1-11.3Sections 11.4-12.8ThirdSections 1.1-2.3Sections 2.4-3.4Sections 3.5-4.10Sections 5.1-5.13Sections 6.1-6.13Sections 7.1-8.2Sections 3.3-9.7Sections 9.8-10.6Sections 10.7-11.10FourthSections 1.1-2.7Sections 2.8-3.12Sections 4.1-4.11Sections 5.1-5.9Sections 5.10-6.11Sections 7.1-8.2Sections 8.3-9.7Sections 9.8-10.7Sections 11.1-12.7FifthSections 1.1-2.6Sections 2.7-3.8Sections 3.9-5.3Sections 5.4-5.13Sections 6.1-7.5Sections 7.6-8.9Sections 8.10-9.11Sections 10.1-11.2Sections 11.3-12.10SixthSections 1.1-2.3Sections 2.4-3.3Sections 3.4-4.4Sections 4.5-4.12Sections 5.1-6.3Sections 6.4-7.3Sections 7.4-8.6Sections 8.7-9.7Sections 9.8-10.6 Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 1 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (1.12 p. 67ff)Games, S.L, Assessments TLG page:Other1aBInterpret and construct step graphs EM Strand: Data and Chance IN Standard: 6.6.1Written #15-191bDInterpret mystery graphs EM Strand: Data and Chance IN Standard: 6.6.1p. 6-7 (1.2)Written #1Enrichment p. 231cDSUse a Percent Circle to interpret circle graphs EM Strand: Data and Chance IN Standard: 3.1.13Written # 41dSFind equivalent names for numbers EM Strand: Numeration IN Standard: 5.2.2, 6.1.4, 6.1.5, 6.2.5, 6.2.10p. 24 (1.3)p. 9 (1.3)Slate #1, 2 Name That Number (1.3) p. 28Extra Pract. p. 281eSIdentify statistical landmarks of data sets EM Strand: Data and Chance IN Standard: 6.6.3Oral #1 Written #2, 11-13 Landmark Shark (1.4) p. 301fSCompute and understand the mean EM Strand: Data and Chance IN Standard: 6.6.3p. 10-11 (1.3)Oral #1 Written #3, 9 Ongoing Assess. p.221gSInterpret and construct broken-line graphs EM Strand: Data and Chance IN Standard: 6.6.1Written #5-81hSInterpret and construct bar graphs EM Strand: Data and Chance IN Standard: 6.6.1Written #10-14 Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 2 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (2.12 p. 137ff)Games, S.L, Assessments TLG page:Other2aBTranslate between scientific notation & standard notation, w/and w/o a calculator EM Strand: Numeration IN Standard: p. 83 (3.1) # 5 p. 111 (3.7) #3Oral #3, 4 Slate #5, 6 Written #4, 5Exponent Ball (2.7, 2.9)2bDEstimate products and multiply decimals EM Strand: Operations and Computation IN Standard: 6.2.3, 6.2.9Slate #3 Written #22-25Alt. Assess. p. 140Masters p. 292cDDivide two whole numbers; give the answer to a specified number of decimal places EM Strand: Operations and Computation IN Standard: 6.2.2Slate #3 Written #312dDEstimate the quotient and divide a decimal by a whole number EM Strand: Operations and Computation IN Standard: 6.2.9Slate #3 Written #29-30 Alt. Assess. p. 140Masters p. 292eDMultiply by positive and negative powers of 10 EM Strand: Operations and Computation; Patterns, Functions and Algebra Slate #4Doggone Decimal (2.4, 2.9)2fDInterpret number-and-word notation for large numbers EM Strand: Numeration, Data and Chance IN Standard: 6.7.10p. 83 (3.1) # 4Written #3, 5, Written #7-102gDUse exponential notation for small numbers EM Strand: Numeration Written #12, 14, 152hSUse exponential numbers for large numbers EM Strand: NumerationOral # 3 Slate #5 Written #11, 13, 16, 172iDSRead, write, and compare numbers from thousandths to trillions EM Strand: Numeration IN Standard: 5.1.1, 6.1.3Oral # 1-4 Slate #1, 2, 5 Written #1-62jSAdd and subtract decimals EM Strand: Operations and Computation; Measurement and Reference Frames IN Standard: 6.2.10, 6.5.10p. 5 (1.1) #1Written #18-21Alt. Assess. p. 140Masters p. 292kSEstimate quotients and divide whole numbers EM Strand: Operations and Computation IN Standard: 6.2.9, 6.7.7Written #26-28, 31 Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 3 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (3.11 p. 201ff)Games, S.L, Assessments TLG page:Other3aBUse variables to describe general patterns EM Strand: Patt., Functions and Algebra IN Standard: 6.3.5S.L. 3.1 S.L. 3.23bDUse a spreadsheet EM Strand: Patt., Functions and Algebra IN Standard: 6.3.9S.L. 3.7 Spreadsheet Scramble3cDInterpret mystery graphs EM Strand: Data and Chance IN Standard: 6.6.13dDWrite algebraic expressions to represent situations EM Strand: Patt., Functions and Algebra IN Standard: 5.3.2, 6.3.2S.L. 3.3 S.L. 3.4 S.L. 3.5 S.L. 3.6 S.L. 3.8 #113eDEvaluate algebraic expressions and formulas EM Strand: Patt., Functions and Algebra IN Standard: 5.3.2p. 111 (3.7) #3, 53fSMentally add 1-digit positive and negative numbers EM Strand: Operations and Computation IN Standard: 6.2.1S.L. 3.9 # 1-103gSRepresent rates with formulas, tables and graphs EM Strand: Patt., Functions and Algebra; Data and Chance IN Standard: 6.3.8p. 120-121 (3.10)S.L. 3.8 S.L. 3.9 S.L. 3.103hSConvert between fractions and mixed numbers EM Strand: Operations and Computation IN Standard: 6.1.3p. 110 (3.7)p. 83 (3.1) # 1 p. 87 (3.2) # 1 p. 111 (3.7) #1Ongoing Assess. p. 185 3iSFind the least common multiple of two numbers EM Strand: Numeration; Oper & Comp. IN Standard: 6.1.73jSFind the greatest common factor of two numbers EM Strand: Numeration; Oper & Comp. IN Standard: 6.1.7p. 114 (3.8) #1 Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 4 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (4.12 p. 272ff)Games, S.L, Assessments TLG page:Other4aDRepresent data with circle graphs. EM Strand: Data and Chance IN Standard: 3.1.13 4bDMultiply fractions and mixed numbers EM Strand: Oper. & Comp; Numeration IN Standard: 5.2.4, 6.2.44cDUse an algorithm to add and subtract mixed numbers having fractions with unlike denominators EM Strand: Oper. & Comp; Numeration IN Standard: 5.2.2, 6.1.74dDUse an algorithm to subtract mixed numbers having fractions with like denominators EM Strand: Oper. & Comp; Numeration IN Standard: 5.2.2, 6.1.74eDFind a percent of a number EM Strand: Oper. & Comp; Numeration IN Standard: 5.1.4, 6.2.84fSUse an algorithm to add mixed numbers having fractions with like denominators EM Strand: Oper. & Comp; Numeration IN Standard: 5.2.2, 6.1.74gSUse an algorithm to add and subtract fractions with like and unlike denominators EM Strand: Oper. & Comp; Numeration IN Standard: 5.2.2, 6.1.74hSCompare and order fractions EM Strand: Numeration IN Standard: 6.1.74iSConvert between fractions, mixed numbers, decimals, and percents EM Strand: Numeration IN Standard: 6.1.4, 6.1.54jSWrite fractions and mixed numbers in simplest form EM Strand: Numeration IN Standard: 6.1.7Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 5 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (5.11 p. 341ff)Games, S.L, Assessments TLG page:Other5aDApply properties of supplementary angles and vertical angles EM Strand: Geometry, Meas. & Ref Frames IN Standard: 6.4.1, 6.4.25bDApply properties of angles formed by two parallel lines and a transversal EM Strand: Geometry IN Standard: 6.4.1, 6.4.25cDApply properties of angles of parallelograms EM Strand: Geometry, Meas. & Ref Frames IN Standard: 6.4.45dDCalculate the degree measure of each sector in a circle graph and use a protractor to construct the graph EM Strand: Geometry, Meas. & Ref Frames. Data and Chance IN Standard: 5eDUse a compass and straightedge to construct geometric figures EM Strand: Geometry IN Standard: 5.4.15fDSApply properties of sums of angle measures of triangles and quadrangles EM Strand: Geometry, Meas. & Ref Frames IN Standard: 6.4.1, 6.4.2, 6.4.45gSTranslate figures on a coordinate grid EM Strand: Geometry IN Standard: 6.4.65hSPlot ordered number pairs in four quadrants; use ordered number pairs to name points in four quadrants EM Strand: Geometry IN Standard: 6.3.75iSDraw or form a figure congruent to a given figure EM Strand: Geometry IN Standard: 6.4.35jSClassify angles EM Strand: Geometry IN Standard: 6.4.15kSMeasure and draw angles using a protractor EM Strand: Geometry, Meas. & Ref Frames IN Standard: 5.4.1, 6.4.1 Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 6 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (6.13 p. 523ff)Games, S.L, Assessments TLG page:Other6aBSolve and graph solutions for inequalities EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.1457 (6.2)247-48 (6.12)Written # #53, 55Solution Search gameMasters p. 111 (6.12)6bDSolve equations EM Strand: Operations and Computation Patterns, Functions, and Algebra IN Standard: 6.3.1482 (6.6) 493 (6.8) 500 (6.9) 512 (6.11)481 (6.6) 487 (6.7)233 (6.8) 244-45 (6.11)Slate # #4 Written # #39-52Algebra Election game (6.7) SL 6.8 Broken Calculator game (6.9) SL 6.11; SL 6.12 #1-4, 7Masters p. 104 (6.8) Masters p. 109 (6.11)6cDUse an algorithm to add, subtract, multiply, and divide fractions and mixed numbers EM Strand: Operations and Computation IN Standard: 6.2.4475 (6.5) 481 (6.6) 507 (6.10) 518 (6.12)208 (6.1) 212 -13 (6.2) 228 (6.6)6.2 #3 6.4 #3 6.5 #1, 5 6.6 #1 6.7 #1, 5 6.8 #1 6.10 #1 6.13 #2,4,5Oral # #1 Slate # #2 Written # #1,8,9, 20-29SL 6.1 SL 6.2 SL 6.4Masters p. 93 (6.2) Masters p. 98 #5,6,10 (6.5)6dDSFind opposites and reciprocals of numbers EM Strand: Numeration IN Standard: 463 (6.3)209 (6.1) 215 (6.3) 223 #13 (6.5)6.2 #4 6.4 #4Slate # #1 Written # #18,19, 23 Masters p. 92 (6.1)6eDSAdd, subtract, multiply, and divide integers EM Strand: Operations and Computation Patterns, Functions, and Algebra IN Standard: 6.2.1, 6.2.2482 (6.6)470 (6.4) 481 (6.6)216 (6.3) 219 -20(6.4) 249 (6.12)6.6 #3 6.8 #3 6.9 #2 6.11 #2Written # #4-7, 10-20, 25, 33SL 6.3 Credits/Debits game (6.3) Top-It game (+/- #s) (6.4) SL 6.5Masters p. 95 (6.3) Masters p. 96 (6.4)6fDSUnderstand and apply order of operations to evaluate expressions and solve number sentences EM Strand: Operations and Computation IN Standard: 6.3.3, 6.3.6482 (6.6)481 (6.6)226-27 (6.6) 230 (6.7)6.9 #5Written # #1, 31-38SL 6.6; SL 6.7 Name That Number game (6.8) SL 6.12 #5,6Masters p. 99 (6.6)6gDSDetermine whether number sentences are true or false EM Strand: Operations and Computation Patterns, Functions, and Algebra IN Standard: 6.2.1, 6.2.2, 6.2.3, 6.7.9230-31 (6.7) 247 (6.12)6.11 #5Written # #1SL 6.7Masters p. 97 (6.5)6hSCompare and order integers EM Strand: Numeration IN Standard: 463 (6.3) 476 (6.5)Written # #2-7Top-It game (+/- #s) (6.4)6iSUnderstand and apply the identity property for multiplication EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.6207 (6.1) 218 (6.4)Written # #53, 556jSUnderstand and apply the commutative property for addition and multiplication EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.6223 (6.5)Slate # #4 Written # #39-526kSUnderstand and apply the associative property for addition and multiplication EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.6223 (6.5)Oral # #1 Slate # #2 Written # #1,8,9, 20-29 Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 7 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (7.9 p. 585ff)Games, S.L, Assessments TLG page:Other7aBUnderstand and use tree diagrams to solve problems EM Strand: Data and Chance IN Standard: 6.6.47bDConstruct and interpret Venn diagrams EM Strand: Data and Chance IN Standard: 6.6.47cDSCalculate probability in simple situations EM Strand: Data and Chance IN Standard: 6.6.67dDSUnderstand what constitutes a fair game EM Strand: Data and Chance IN Standard: 6.6.57eDSUnderstand and apply the concept of random numbers to probability situations EM Strand: Data and Chance IN Standard:7fSSolve "fraction-of-a-fraction" problems EM Strand: Operations & Computation IN Standard: 6.2.4p. 661 (7.3)7gSUnderstand how sample size affects results EM Strand: Data and Chance IN Standard: Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 8 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (8.13 p. 680ff)Games, S.L, Assessments TLG page:Other8aDWrite open proportions to model problems EM Strand: Operations and Computation IN Standard: 6.2.6, 6.2.78bDSolve percent problems EM Strand: Operations and Computation IN Standard: 6.2.88cDSolve problems that involve a size-change factor EM Strand: Operations and Computation IN Standard: 6.2.6, 6.2.78dDSUse cross multiplication to solve open proportions EM Strand: Patt., Functions, and Algebra IN Standard: 6.2.78eDSSolve rate number stories EM Strand: Patt., Functions, and Algebra IN Standard: 6.2.78fDSSolve ratio number stories EM Strand: Operations and Computation; Numeration IN Standard: 6.2.6, 6.2.78gDSEstimate equivalent percents for fractions EM Strand: Operations and Computation IN Standard: 6.2.98hDSSolve division problems involving decimals EM Strand: Operations and Computation IN Standard: 6.2.38iSUse rate tables to solve problems EM Strand: Patt., Functions, and Algebra IN Standard: 6.2.7 Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 9 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (9.14 p. 773ff)Games, S.L, Assessments TLG page:Other9aDSimplify expressions and equations with parentheses EM Strand: Operations and Computation; Patterns, Functions, and Algebra IN Standard: 6.3.39bDSApply the distributive property EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.69cDSCombine like terms to simplify expressions and equations. EM Strand: Patt., Functions, and Algebra IN Standard: 9dDSSolve equations EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.19eDSWrite and identify equivalent expressions and equivalent equations EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.19fDSWrite and solve equations that represent problem situations EM Strand: Patt., Functions, and Algebra IN Standard:9gDSUse formulas to solve problems EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.29hSEvaluate expressions and formulas EM Strand: Patt., Functions, and Algebra IN Standard: 6.3.3 Everyday Mathematics Instructional/Assessment Grid MMR = Mental Math Reflex, TLG = Teachers Lesson Guide, SL = Study Link Unit 10 GoalDescription of EM Learning GoalMath Msg TLG page:MMR TLG page:Journal pageMath Box Student page:Tests (10.7 p. 823ff)Games, S.L, Assessments TLG page:Other10aBIdentify and use notation for semiregular tessellations EM Strand: Geometry IN Standard: 10bBIdentify regular tessellations EM Strand: Geometry IN Standard:10cBCreate nonpolygonal, translation tessellations EM Strand: Geometry IN Standard: 6.4.610dBExplore rotation and point symmetry EM Strand: Geometry IN Standard:10eBDiscover properties of solids EM Strand: Geometry IN Standard: 10fBPerform topological transformations EM Strand: Geometry IN Standard:  Everyday Math Instructional Strategies I 1.K.W.LI 2.GamesI 3.Sharing StrategiesI 4.Counters/Arrays/GridsI 5.Projects (Rubrics)I 6.Problem solving strategiesa. Verbalb.Pictoral 1. Picture 2. Table 3. Pattern/Graphs4. Charts/Diagrams5. Lists6. Formulas7. Patternsc.Symbollicd.ConcreteI 7.Open-Ended Response JournalI 8.Student Interest InventoryI 9.Math BoxesI 10.Math MessagesI 11.LinksI 12.Homework GraphingI 13.AlgorithmsI 14.Self Reflection JournalI 15.Daily Routines (K-3)a.Calendar - Days of the Weekb.Weather Reportingc.Bundlingd.Attendancee.Talliesf.Birthday Graphingg.Growing Age Graph (K)h.Hokey-Pokey (K)i.Skip Countingj.Months of the Yeark.Moneyl.TimeI 16.ModelingI 17.Manipulatives UseI 18.Cross-Curricular ApplicationsI 19.Literature LinksI 20.Counting Bracelets (K)I 21.Pattern BooksI 22.Directional Compass RoseI 23.GeoboardsI 24.CookingI 25.Place Value BooksI 26.Attribute BlocksI 27.Pattern BlocksI 28.Basic Math Routinesa.Name Collection Boxesb.Fact Trianglesc.Frames and Arrowsd.Number Gridse. What's My Rule (Function Machine)f.Situation DiagramsI 29.Student Groupingsa.Independentb.Partnerc.Small Groupd.Whole ClassI 30.Lesson ActivitiesI 31.Student Journal PagesI 32.CD WorksheetsI 33.Math MastersI 34.Guess & CheckI 35.Acting OutI 36.Work Backwards Everyday Math Assessment StrategiesA 1.Checking ProgressA 2.Exit SlipsA 3.K.W.L. ChartsA 4.ObservationsA 5.QuestionsA 6.M.Q.A.A 7.Games (Rubrics)A 8.Student Sharing StrategiesA 9.Mini Math InterviewsA 10.SlatesA 11.Projects (Rubrics)A 12.Open-Ended Responses (Log or Journal)A 13.CD AssessmentsA 14.Student Interest InventoryA 15.Math BoxesA 16.Math MessagesA 17.Links (Homelink or Studylink)A 18.Graph HomeworkA 19.Algorithms A 20.Math Journal Pages (Math Book)A 21.Daily Routines (K-3)a.Calendarb.Weatherc.Attendanced.Bundlee.Tallyf.Birthday Graphg.Growing Number Lineh.Growing Age Graphi.Months of the Yearj.Skip CountA 22.Lesson ActivitiesA 23.Math MastersA 24.Student Questioning NUMBER SENSE Standard 1: Students compare and order positive and negative integers*, decimals, fractions, and mixed numbers. They find multiples* and factors*.IndicatorExampleInstruction/Assessment StrategyResource6.1.1: Understand and apply the basic concept of negative numbers (e.g., on a number line, in counting, in temperature, in owing) The temperature this morning was -6 EMBED Equation  and now it is 3 EMBED Equation . How much has the temperature risen? Explain your answer.TLG: 1.6: 38-41, 1.12: 67-71, 5.4: 304-308, 6.5: 457-480, 6.13: 523-527 SMJ: 1.6: 19-20, 1.12: 42, 5.4: 174-176, 6.5: 222-224, 6.13: 251 SRB: 5.4: 216: 91-93, 97-1006.1.2: Interpret the absolute value of a number as the distance from zero on a number line, and find the absolute value of real numbers.Use a number line to explain the absolute values of 3 and of 7.TLG: 6.3: 462-469 SMJ: 6.3: 215 SRB: 946.1.3: Compare and represent on a number line positive and negative integers, fractions, decimals (to hundredths), and mixed numbers.Find the positions on a number line of 3.56, -2.5, 1 5/6, and 4.TLG: 6.5: 475-480, 6.13: 523-527 SMJ: 6.5: 222-224, 6.13: 251 SRB: 97-100* positive and negative integers: ..., -3, -2, -1, 0, 1, 2, 3, ... * multiples: e.g., multiples of 7 are 7, 14, 21, 28, etc. * factors: e.g., factors of 12 are 1, 2, 3, 4, 6, 12 NUMBER SENSE Standard 1: Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and factors.IndicatorExampleInstruction/Assessment StrategyResource6.1.4: Convert between any two representations of numbers (fractions, decimals, and percents) without the use of a calculator.Write 5/8 as a decimal and as a percent.TLG: 1.12: 67-71, 4.8: 253-257, 4.9: 258-262, 4.10: 263-267, 4.12: 272-277, 5.3: 299-303, 8.8: 646-651, 8.13: 680-685 SMJ: 1.12: 42, 4.8: 146-147, 4.9: 150, 4.10: 153-155, 4.12: 161, 5.3: 170-172, 8.8: 318-319, 8.13: 338 SRB: 29-34, 36-376.1.5: Recognize decimal equivalents for commonly used fractions without the use of a calculator.Know that 1/3 = 0.333...,1/2 = 0.5, 2/5 0.4, etc.TLG: 4.8: 253-257, 4.12, 272-277 SMJ: 4.8: 146-147, 4.12: 161 SRB: 29-346.1.6: Use models to represent ratios.Divide 27 pencils to represent the ratio 4:5.TLG: 8.6: 634-640 SMJ: 8.6: 309-311 SRB: 64, 106, 116-122, 318-319 NUMBER SENSE Standard 1: Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and factors.IndicatorExampleInstruction/Assessment StrategyResource6.1.7: Find the least common multiple* and the greatest common factor* of whole numbers. Use them to solve problems with fractions (e.g., to find a common denominator to add two fractions or to find the reduced form for a fraction).Find the smallest number that both 12 and 18 divide into. How does this help you add the fractions 5/12 and 7/18?TLG: 3.11: 201-205, 4.1: 218-223, 4.2: 224-228, 4.12, 272-277 SMJ: 3.11: 122, 4.1: 124-126, 4.2: 128, 4.12: 161 SRB: 74, 77* least common multiple: e.g., the least common multiple of 4 and 6 is 12 * greatest common factor: e.g., the greatest common factor of 18 and 42 is 6 COMPUTATION Standard 2: Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages.IndicatorExampleInstruction/Assessment StrategyResource6.2.1: Add and subtract positive and negative integers.17 + -4 = ?, -8 5 = ?TLG: 3.11: 201-205, 6.3: 462-469, 6.13: 523-527 SMJ: 3.11: 122, 6.3: 215-217, 6.13: 251 SRB: 92-94, 103, 282-283, 306, 3106.2.2: Multiply and divide positive and negative integers.Continue the pattern: 3 x 2 = ?, 2 x 2 = ?, 1 x 2 = ?, 0 x 2 = ?, -1 x 2 = ?, -2 x 2 = ?, etc.TLG: 2.4: 99-120, 2.10: 125-131, 2.12, 137-141, 6.4: 470-474, 6.13: 523-527 SMJ: 2.4: 54-55, 2.10: 75-76, 2.12: 81, 6.4: 218-220, 6.13: 251 SRB: 2.4: 43, 2.10: 22-23, 95-96, 1036.2.3: Multiply and divide decimals.3.265 x 0.96 = ?, 56.79  EMBED Equation  2.4 = ?TLG: 2.2: 91-94, 2.3: 95-98, 2.11: 132-136, 2.12: 137-141, 8.13: 680-685 SMJ: 2.2: 47-48, 2.3: 50-51, 2.11: 78-79, 2.12: 81, 8.13: 338 SRB: 32-34, 43-53, 57: 285 COMPUTATION Standard 1: Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages.IndicatorExampleInstruction/Assessment StrategyResource6.2.4: Explain how to multiply and divide positive fractions and perform the calculations.Explain why 5/8  EMBED Equation  15/16 = 5/8 x 16/15 = 2/3. TLG: 4.6: 245-248, 4.7: 249-252, 4.12, 272-277, 6.1: 452-456, 6.2: 457-461, 6.13: 523-527 SMJ: 4.6: 140-141, 4.7: 143-144, 4.12: 161, 6.1: 207-209, 6.2: 212-213, 6.13: 251 SRB: 6.2: 89: 63, 68, 73, 83-90, 1046.2.5: Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation.You want a towel bar 9 3/4 inches long in the center of a door 27 1/2 inches wide. How far from each edge should you place the bar? Explain your answer.TLG: 4.3: 229-234, 4.4: 235-239, 4.5: 240-244, 4.12, 272-277, 6.13: 523-527, 7.9: 585-589 SMJ: 4.3: 130-131, 4.4: 134-135, 4.5: 136-137, 4.12: 161 6.13: 251, 7.9: 284 SRB: 4.3: 78: 32-34, 63-65, 68-69, 73, 75-76, 78, 80-90, 104 COMPUTATION Standard 2: Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages.IndicatorExampleInstruction/Assessment StrategyResource6.2.6: Interpret and use ratios to show the relatives sizes of two quantities. Use the notations: a/b, a to b, a:b.A car moving at the constant speed travels 130 miles in 2 hours. Write the ratio of distance to time and use it to find how far the car will travel in 5 hours.TLG: 8.1: 602-608, 8.2: 609-614, 8.3: 615-620, 8.4: 621-626, 8.6: 634-640, 8.9: 652-658, 8.10: 659-666, 8.11: 667-673, 8.13: 680-685 SMJ: 8.1: 286-287, 8.2: 290-292, 8.3: 294-297, 8.4: 299-301, 8.6: 309-311, 8.9: 322-323, 8.10: 326-327, 8.11: 330-332, 8.13: 338 SRB: 8.9: 119-120: 106, 116-118 COMPUTATION Standard 2: Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions., decimals, ratios, proportions, and percentages.IndicatorExampleInstruction/Assessment StrategyResource6.2.7: Understand proportions and use them to solve problems.Sam made 8 out of 24 free throws. Use a proportion to show how many free throws Sam would probably make out of 60 attempts.TLG: 8.1: 602-608, 8.2: 609-614, 8.3: 615-620, 8.4: 621-626, 8.6: 634-640, 8.7: 641-645, 8.9: 652-658, 8.10: 659-666, 8.13: 680-685, 9.13: 768-772, 9.14: 773-777 SMJ: 8.1: 286-287, 8.2: 290-292, 8.3: 294-297, 8.4: 299-301, 8.6: 309-311, 8.7: 314-315, 8.9: 322-323, 8.10: 326-327, 8.13: 338, 9.13: 382-383, 9.14: 385 SRB: 8.9: 119-120, 9.13: 167: 106, 111-1156.2.8: Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips.In a sale, everything is reduced by 20%. Find the sale price of a shirt whose pre-sale price was $30.TLG: 4.11: 268-271, 4.12, 272-277, 8.5: 627-633, 8.8: 646-651, 8.13: 680-685 SMJ: 4.11: 157-158, 4.12: 161, 8.5: 304, 306-307, 8.8: 318-319, 8.13: 338 SRB: 55-58 COMPUTATION Standard 2: Students solve problems involving addition, subtraction, multiplication, and division integers. They solve problems involving fraction, decimals, ratios, proportions, and percentages.IndicatorExampleInstruction/Assessment StrategyResource6.2.9: Use estimation to decide whether answers are reasonable in decimal problems.Your friend says that 56.79  EMBED Equation  2.4 = 2.36625. Without solving, explain why you think the answer is wrong.TLG: 2.12: 137-141 SMJ: 2.12: 81 SRB: 32-33, 41, 45, 47, 50-51, 243-244, 285-286, 2956.2.10: Use mental arithmetic to add or subtract simple fractions and decimals.Subtract 1/6 from 1/2 without using pencil and paper.TLG: 2.12: 137-141, 4.12: 272-277 2.12: 81, 4.12: 161 SRB: 38-41, 243 ALGEBRA and FUNCTIONS Standard 3: Students write verbal expressions and sentences as algebraic expressions and equations. They evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results. They investigate geometric relationships and describe them algebraically.IndicatorExampleInstruction/Assessment StrategyResource6.3.1: Write and solve one-step linear equations and inequalities in one variable and check the answers.The area of a rectangle is 143 cm EMBED Equation  and the length is 11 cm. Write an equation to find the width of the rectangle and use it to solve the problem. Describe how you will check to be sure that your answer is correct.TLG: 3.1: 154-157, 3.2: 162-165, 3.5: 171-175, 3.6: 176-181, 3.7: 182-186, 3.8: 187-190, 3.11: 201-205, 6.7: 487-492, 6.8: 493-498, 6.9: 499-506, 6.10: 507-511, 6.12: 517-522, 6.13: 523-527, 8.6: 634-640, 8.7: 641-645, 9.5: 720-724, 9.7: 732-737, 9.10: 749-754, 9.14: 773-777 SMJ: 3.1: 88-89, 3.2: 90-91, 3.5: 98-101, 3.6: 103-106, 3.7: 108, 3.8: 112, 3.11: 122, 6.7: 230, 6.8: 233, 6.9: 235-237, 6.10: 240-241, 6.12: 247-248, 6.13: 251, 8.6: 309-311, 8.7: 314-315, 9.5: 352-353, 9.7: 359-360, 9.10: 370-371, 9.14: 385 SRB: 3.7: 136, 6.7: 223, 6.8: 224-225, 6.10: 232, 6.12: 226, 304, 9.5: 233-234, 9.7: 137-138: 220-223 ALGEBRA and FUNCTIONS Standard 3: Students solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages.IndicatorExampleInstruction/Assessment StrategyResource6.3.2: Write and use formulas with up to three variables to solve problems.You have P dollars in a bank that gives r% simple interest per year. Write a formula for the amount of interest you will receive in one year. Use the formula to find the amount of interest on $80 at 6% per for one.TLG: 9.2: 704-709, 9.6: 725-731, 9.11: 755-760, 9.12: 761-767, 9.14: 773-777 SMJ: 9.2: 343, 9.6: 356, 9.11: 374-375, 9.12: 378-380, 9.14: 385 SRB: 9.2: 230-231, 9.6: 335, 9.12: 155: 194, 196-200, 203-205, 207-209, 227-228, 2656.3.3: Interpret and evaluate mathematical expressions that use grouping symbols such as parentheses.Find the values of 10 (7 3) and of (10 7) 3.TLG: 6.8: 493-498, 9.1: 700-703, 9.14: 773-777 SRB: 6.8: 233, 9.1: 340-341, 9.14: 385 SRB: 6.8: 224-225: 223, 229, 2516.3.4: Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.Write in symbols: add 19 and 34 and double the result.TLG: 6.6: 481-486, 6.7: 487-492, 6.8: 493-498, 6.10: 507-511, 6.12: 517-522, 6.13: 523-527, 9.4: 715-719, 9.5: 720-724 ALGEBRA and FUNCTIONS IndicatorExampleInstruction/Assessment StrategyResource6.3.4: ContinuedSMJ: 6.6: 226-227, 6.7: 230, 6.8: 233, 6.10: 240-241, 6.12: 247-248, 6.13: 251, 9.4: 349-350, 9.5: 352-353 SRB: 6.6: 229, 6.7: 223, 6.8: 224-225, 6.10: 232, 6.8: 233, 6.12: 226, 304, 9.5: 233-234: 223, 229, 2516.3.5: Use variables in expressions describing geometric quantities.Let l, w, and P be the length, width, and perimeter of a rectangle. Write a formula for the perimeter in terms of the length and width.TLG: 3.4: 166-170, 8.11: 667-673, 8.12: 674-679, 9.8: 738-742, 9.11: 755-760, 9.12: 761-767, 9.14: 773-777 SMJ: 3.4: 94-96, 8.11: 330-332, 8.12: 335-336, 9.8: 362-365, 9.11: 374-375, 9.12: 378-380, 9.14: 385 SRB: 3.4: 227-228, 9.12: 155: 194, 196-200, 203-205, 207-209, 265 ALGEBRA and FUNCTIONS Standard 3: Students write verbal expressions and sentences as algebraic expressions and equations. They evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results. They investigate geometric relationships and describe them algebraically.IndicatorExampleInstruction/Assessment StrategyResource6.3.6: Apply the correct order of operations and the properties of real numbers (e.g., identify, inverse, commutative*, associative*, and distributive* properties) to evaluate numerical expressions. Justify each step in the process.Simplify 3(4 1) + 2. Explain your method.TLG: 6.3: 462-469, 6.4: 470-474, 6.8: 493-498, 6.10: 507-511, 6.11: 512-516, 6.12: 517-522, 6.13: 523-527, 9.2: 704-709, 9.3: 710-714, 9.4: 715-719, 9.5: 720-724, 9.14: 773-777 SMJ: 6.3: 215-217, 6.4: 218-220, 6.8: 233, 6.10: 240-241, 6.11: 244-245, 6.12: 247-248, 6.13: 251, 9.2: 343, 9.3: 346-347, 9.4: 349-350, 9.5: 352-353, 9.14: 385 SRB: 6.8: 224-225, 6.10: 232, 6.12: 226, 304, 9.2: 230-231, 9.5: 233-234: 102-104, 229* commutative property: the order when adding or multiplying numbers makes no difference (e.g., 5 + 3 = 3 + 5), but note that this is not true for subtraction or division. * associative property: the grouping when adding or multiplying numbers makes no difference (e.g., in 5 + 3 + 2, adding 5 and 3 and then adding 2 is the same as 5 added to 3 + 2), but note that this is not true for subtraction or division *distributive property: e.g., 3(5 + 2) = (3 x 5) + (3 x 2) ALGEBRA and FUNCTIONS Standard 3: Students write verbal expressions and sentences as algebraic expressions and equations. They evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results. They investigate geometric relationships and describe them algebraically.IndicatorExampleInstruction/Assessment StrategyResource6.3.7: Identify and graph ordered pairs in the four quadrants of the coordinate plane.Plot the points (3, -1), (-6, 2) and (9, -3). What do you notice?TLG: 5.4: 304-308, 5.5: 309-313, 5.11: 341-345 SMJ: 5.4: 174-176, 5.5: 179-181, 5.11: 205 SRB: 5.4: 216, 5.5: 168-169: 236, 2966.3.8: Solve problems involving linear functions with integer* values. Write the equation and graph the resulting ordered pairs of integers on a grid.A plant is 3 cm high the first time you measure it (on Day 0). Each day after that the plant grows by 2 cm. Write an equation connecting the height and the number of the day and draw its graph. TLG: 3.5: 171-175, 3.6: 176-181, 3.10: 196-200 SMJ: 3.5: 98-101, 3.6: 103-106, 3.10: 120-121 SRB: 236* integer: . . . , =3, -2, 01, 0, 1, 2, 3, . . . ALGEBRA and FUNCTIONS Standard 3: Students write verbal expressions and sentences as algebraic expressions and equations. They evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results. They investigate geometric relationships and describe them algebraically.IndicatorExampleInstruction/Assessment StrategyResource6.3.9: Investigate how a change in one variable relates to a change in a second variable.In the last example, what do you notice about the shape of the graph?TLG: 8.1: 602-608, 8.2: 6.9: 614, 8.3: 615-6220, 8.6: 634-640, 8.7: 641-645, 8.9: 652-658, 8.10; 659-666, 8.11: 667-673, 8.12: 674-679, 8.13: 680-685, SMJ: 8.1: 286-287, 8.2: 290-292, 8.3: 294-297, 8.6: 309-311, 8.7: 314-315, 8.9: 322-323, 8.10: 326-327, 8.11: 330-332, 8.12: 335-336, 8.13: 338 SRB: 8.9: 119-120: 106-115, 235-236 GEOMETRY Standard 4: Students identify, describe, and classify the properties of plane and solid geometric shapes and the relationships between them.IndicatorExampleInstruction/Assessment StrategyResource6.4.1: Identify and draw vertical*, adjacent*, complementary*, and supplementary* angles and describe these angle relationships.Draw two parallel lines with another line across them. Identify all pairs of supplementary angles.5.2: 295-298, 5.9: 330-335, 5.10: 336-340, 5.11: 341-345 5.2: 167-168, 5.9: 195-197, 5.10: 200-202, 5.11: 205 SRB: 5.2: 151, 5.10: 188 151, 323* vertical angles: angles 1 and 3 or 2 and 4 * adjacent angles: angles 1 and 2 or 2 and 3, etc. 1 *complementary angles: two angles whose sum is 90 EMBED Equation  4 2 * supplementary angles: two angles whose sum is 180 EMBED Equation  (angles 1 and 2) 3 GEOMETRY Standard 4: Students identify, describe, and classify the properties of plane and solid geometric shapes and the relationships between them.IndicatorExampleInstruction/Assessment StrategyResource6.4.2: Use the properties of complementary, supplementary, and vertical angles to solve problems involving an unknown angle. Justify solutions.Find the size of the supplement to an angle that measures 122 EMBED Equation . Explain how you obtain your answer.TLG: 5.2: 295-298, 5.9: 330-335, 5.10: 336-340, 5.11: 341-345 SMJ: 5.2: 167-168, 5.9: 195-197, 5.10: 200-202, 5.11: 205 SRB: 5.2: 151, 5.10: 1886.4.3: Draw quadrilaterals* and triangles from given information about them.Draw a quadrilateral with equal sides but no right angles.TLG: 5.6: 314-319, 5.7: 320-324, 5.8: 325-329, 5.10: 336-340, 5.11: 341-345, 8.11: 667-673, 9.12: 761-767 SMJ: 5.6: 184-186, 5.7: 188-189, 5.8: 192-193, 5.10: 200-202, 5.11: 205, 8.11: 330-332, 9.12: 378-380 SRB: 5.6: 166, 5.7: 176-178, 5.8: 186, 182, 5.10: 188, 9.12: 155: 153-154* quadrilateral: a two-dimensional figure with four sides GEOMETRY Standard 4: Students identify, describe, and classify the properties of plane and solid geometric shapes and the relationships between them.IndicatorExampleInstruction/Assessment StrategyResource6.4.4: Understand that the sum of the interior angles of any triangle is 180 EMBED Equation  and that the sum of the interior angles of any quadrilateral is 360 EMBED Equation . Use this information to solve problems.Find the size of the third angle of a triangle with angles or 73 EMBED Equation  and 49 EMBED Equation .TLG: 5.2: 295-298, 5.6: 314-319, 5.10: 336-340, 5.11: 341-345 SMJ: 5.2: 167-168, 5.6: 184-186, 5.10: 200-202, 5.11: 205 SRB: 5.2: 151, 5.6: 166, 5.10: 188: 2156.4.5: Identify and draw two-dimensional shapes that are similar*.Draw rectangle similar to a given rectangle, but twice the size.TLG: 8.10: 659-666, 9.13: 768-772 SMJ: 8.10: 326-327, 9.13: 382-383 SRB: 9.13: 167: 119, 1646.4.6: Draw the translation (slide and reflection (flip) of shapes.Draw a square and then slide it 3 inches horizontally across your page. Draw the new square in a different color.TLG: 5.5: 309-313 SMJ: 5.5: 179-181 SRB: 5.5: 168-169: 146, 325-326* similar: the term to describe figures that have the same shape but may not have the same size GEOMETRY Standard 4: Students identify, describe, and classify the properties of plane and solid geometric shapes and the relationships between them.IndicatorExampleInstruction/Assessment StrategyResource6.4.7: Visualize and draw two-dimensional views of three-dimensional objects made from rectangular solids.Draw a picture of an arrangement of rectangular blocks from the top, front, and right-hand side.TLG: 10.4: 806-811, 10.5: 812-817, 10.7: 823-826 SMJ: 10.4: 396-398, 10.5: 400, 10.7: 409 SRB: 10.5: 172-173: 158-163, 202, 204-205 MEASUREMENT Standard 5: Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems. They calculate with temperature and money, and choose appropriate units of measure in other areas.IndicatorExampleInstruction/Assessment StrategyResource6.5.1: Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.A triangle sheet of metal is about 1 foot across. Describe the units and tools you would use to measure its weight, its angles, and the lengths of its sides.TLG: 1.1: 16-19, 5.1: 290-294, 5.11: 341-345, 9.8: 738-742, 9.9: 743-748 SMJ: 1.1: 1-4, 5.1: 163-164, 5.11: 205, 9.8: 362-365, 9.9: 366-367 SRB: 5.1: 278: 124, 212-214, 190-192, 196-211, 337, 3446.5.2: Understand and use larger units for measuring length by comparing miles to yards and kilometers to meters.How many meters in a kilometer?This objective is introduced in Third Grade Everyday Mathematics TLG pages 742-746.6.5.3: Understand and use larger units for measuring area by comparing acres and square miles to square yards and square kilometers to square meters.How many square meters are in a square kilometer?TLG: 9.11: 758 SRB: 196, 337 MEASUREMENT Standard 5: Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems. They calculate with temperature and money, and choose appropriate units of measure in other areas.IndicatorExampleInstruction/Assessment StrategyResource6.5.4: Understand the concept of the constant  EMBED Equation  as the ratio of the circumference to the diameter of a circle. Develop and use the formulas for the circumference and area of a circle.Measure the diameter and circumference of several circular objects. (Use string to find the circumference.) With a calculator, divide each circumference by its diameter. What do you notice about the results?TLG: 9.8: 738-742 SMJ: 9.8: 362, 365 SRB: 1956.5.5: Know common estimates of  EMBED Equation  (3.14, 22/7) and use these values to estimate and calculate the circumference and the area of circles. Compare with actual measurements.Find the area of a circle of radius 15 cm.TLG: 9.8: 738-742 SMJ: 9.8: 362, 365 SRB: 100, 195, 200, 2656.5.6: Understand the concept of significant figures and round answers to an appropriate number of significant figures.You measure the diameter of a circle as 2.47 m and use the approximation 3.14 for  EMBED Equation  to calculate the circumference. Is it reasonable to give 7.7558 m as your answer? Why or why not?TLG: 2.1: 86-90 SMJ: 2.1: 44-45 SRB: 2.1: 40-41: 245, 265 MEASUREMENT Standard 5: Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems. They calculate with temperature and money, and choose appropriate units of measure in other areas.IndicatorExampleInstruction/Assessment StrategyResource6.5.7: Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area of these objects.Find the total surface area of a show box with length 30 cm, width 15 cm, and height 10 cm.This objective is introduced in Third Grade Everyday Mathematics TLG pages 748-752 and developed in Fifth Grade Everyday Mathematics TLG pages 848-852.6.5.8: Use strategies to find the surface area and volume of right prisms* and cylinders using appropriate units.Find the volume of a cylindrical can 15 cm high with a diameter of 8 cm.TLG: 9.9: 743-748, 9.11: 755-760 SMJ: 9.9: 366-367, 9.11: 374-375 SRB: 207-2086.5.9: Use a formula to convert temperatures between Celsius and Fahrenheit.What is the Celsius equivalent of 100 EMBED Equation F? Explain your method.TLG: 9.11: 755-760 SMJ: 9.11: 374-375 SRB: 209* right prism: a three-dimensional shape with two congruent ends that are polygons and all other faces arerectangles. MEASUREMENT Standard 5: Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems. They calculate with temperature and money, and choose appropriate units of measure in other areas.IndicatorExampleInstruction/Assessment StrategyResource6.5.10: Add, subtract, multiply, and divide with money in decimal notation.Share $7.25 among five people.TLG: 1.7: 42-46, 4.11: 268-271 SMJ: 1.7: 23-25, 4.11: 157-158 SRB: 53 DATA ANALYSIS and PROBABILITY Standard 6: Students compute and analyze statistical measures for data sets. They determine theoretical and experimental probabilities and use them to make predictions about events.IndicatorExampleInstruction/Assessment StrategyResource6.6.1: Organize and display single-variable data in appropriate graphs and stem-and-leaf plots*, and explain which types of graphs are appropriate for various data sets.This stem-and-leaf diagram shows a set of test scores for your class:  Stem Leaf 2 3 7 1 5 5 6 8 9 0 1 1 2 3 3 5 7 8 8 1 2 2 3 3 4 Find your score of 85 in this diagram. Are you closer to the top or the bottom of the class on this test?TLG: 1.2: 20-23, 1.6: 38-41, 1.7: 42-46, 1.8: 47-51, 1.9: 52-56, 1.10: 57-61, 1.2: 67-71, 3.9: 191-195, 3.11: 201-205, 4.10: 263-267, 4.12: 272-277, 5.3: 299-303, 8.8: 646-651 SMJ: 1.2: 6-7, 1.6: 19-20, 1.7: 23-25, 1.8: 28-30, 1.9: 32-33, 1.10: 34-36, 1.12: 42, 3.9: 115-117, 2.11: 122, 4.10: 153-155, 4.12: 161, 5.3: 170-172, 8.8: 318-319 SRB: 1.8: 139: 128-141* stem-and-leaf plot: the example under 6.6.1 shows 62, 63, 67, 71, 75, 76, etc. DATA ANALYSIS and PROBABILITY Standard 6: Students compute and analyze statistical measures for data sets. They determine theoretical and experimental probabilities and use them to make predictions about events.IndicatorExampleInstruction/Assessment StrategyResource6.6.2: Make frequency tables for numerical data, grouping the data in different ways to investigate how different groupings describe the data. Understand and find relative and cumulative frequency for a data set. Use histograms of the data and of the relative frequency distribution, and a broken line graph for cumulative frequency, to interpret the data.A bag contains pens in three colors. Nine students each draw a pen from the bag without looking, then record the results in the frequency table shown. Complete the column showing relative frequency. Color Frequency Relative Frequency Red 2 2/9 Green 4 Purple 3 TLG: 1.5: 33-37, 7.1: 540-545, 7l.8: 579-584, 7.9: 585-589 SMJ: 1.5: 16-17, 7.1: 253-254, 7.8: 279-283, 7.9: 284 SRB: 1.5: 1346.6.3: Compare the mean*, median*, and mode* for a set of data and explain which measure is most appropriate in a given context.Twenty students were given a science test and the mean, median and mode were as follows: Mean = 8.5, median = 9, mode = 10. What does the difference between the mean and the mode suggest about the twenty quiz scores?TLG: 1.3: 24-28, 1.4: 29-32, 1.12: 67-71 SMJ: 1.3: 9-10, 1.4: 14, 1.12: 42 SRB: 1.4: 299-300: 130-131* mean: the average obtained by adding the values and dividing by the number of values * median: the value that divides a set of data, written in order of size, into two equal parts * mode: the most common value in a given data set DATA ANALYSIS and PROBABILITY Standard 6: Students compute and analyze statistical measures for data sets. They determine theoretical and experimental probabilities and use them to make predictions about events.IndicatorExampleInstruction/Assessment StrategyResource6.6.4: Show all possible outcomes for compound events in an organized way and find the theoretical probability of each outcome.A box contains four cards with the numbers 1 through 4 written on them. Show a list of all the possible outcomes if you draw two cards from the box without looking. What is the theoretical probability that you will draw the numbers one and two? Explain your answer.TLG: 7.4: 556-560, 7.5: 561-566, 7.7: 573-578, 7.9: 585-589 SMJ: 7.4: 264-265, 7.5: 268-269, 7.7: 274-275, 7.9: 284 SRB: 143-1446.6.5: Use data to estimate the probability of future events.Teams A and B have played each other 3 times this season and Team A has won twice. When they play again, what is the probability of Team B winning? How accurate do you think this estimate is?TLG: 7.1: 540-545, 7.2: 546-550, 7.3: 551-555, 7.8: 579-584, 7.9: 585-589 SMJ: 7.1: 253-254, 7.2: 256-257, 7.3: 260-261, 7.8: 279-283, 7.9: 284 SRB: 142-1446.6.6: Understand and represent probabilities as ratios, measures of relative frequency, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable.The weather forecast says that the chance of rain today is 30%. Should you carry an umbrella? Explain your answer.TLG: 7.1: 540- 545, 7.5: 561-566, 7.9: 585-589 SMJ: 7.1: 253-254, 7.5: 268-269, 7.9: 284 SRB: 142-144 PROBLEM SOLVING Standard 7: Students make decisions about how to approach problems and communicate their ideas.IndicatorExampleInstruction/Assessment StrategyResource6.7.1: Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. Solve the problem: Develop a method for finding all the prime numbers up to 100. Notice that any numbers that 4, 6, 8, . . . divide into also divide exactly by 2, and so you do not need to test 4, 6, 8, . . . TLG: 1.10: 57-61, 1.11: 62-66, 1.12: 67-71, 2.5: 103-107, 3.9: 191-195, 6.9: 499-506, 6.10: 507-511, 7.1: 540-545, 7.5: 561-566, 7.6: 567-572, 7.8: 579-584, 7.9: 585-589, 9.9: 743-748, 10.3: 800-805, 10.5: 812-817, 10.6: 818-822, 10.7: 823-286 SMJ: 1.10: 34-36, 1.11: 38-39, 1.12: 42, 2.5: 57-59, 3.9: 115-117, 6.9: 235-237, 6.10: 240-241, 7.1: 253-254, 7.5: 268-269, 7.6: 270-271, 7.8: 279-283, 7.9: 284, 9.9: 366-367, 10.3: 394, 10.5: 400, 402-403, 10.6: 404, 406-407, 10.7: 409 SRB: 1.11: 337, 2.5: 4, 6.10: 232, 10.3: 171, 10.5: 172-173: 238-241 PROBLEM SOLVING Standard 7: Students make decisions about how to approach problems and communicate their ideas.IndicatorExampleInstruction/Assessment StrategyResource6.7.2: Make and justify mathematical conjectures based on a general description of a mathematical question or problem.In the first example, decide that you need to test only the prime numbers as divisors, and explain it in the same way as for 4, 6, 8, . . . TLG: 3.9: 191-195, 5.2: 295-298, 5.6: 314-319, 6.11: 512-516, 7.1: 540-545, 7.2: 546-550, 7.3: 551-555, 7.5: 561-566, 7.8: 579-584, 9.12: 761-767, 9.13: 768-772, 10.1: 778-794 SMJ: 3.9: 115-117, 5.2: 167-168, 5.6: 184-186, 6.11: 244-245, 7.1: 253-254, 7.2: 256-257, 7.3: 260-261, 7.5: 268-269, 7.8: 279-283, 9.12: 378-380, 9.13: 382-383, 10.1: 388-389 SRB: 5.2: 151, 5.6: 166, 9.12: 155, 9.13: 167, 10.1: 323-324 PROBLEM SOLVING Standard 7: Students make decisions about how to approach problems and communicate their ideas.IndicatorExampleInstruction/Assessment StrategyResource6.7.3: Decide when and how to bread a problem into simpler parts.In the first example, decide to find first those numbers not divisible by 2.TLG: 5.3: 299-303, 6.9: 499-506, 6.10: 507-511, 7.4: 556-560, 8.2: 609- 614, 8.13: 680-685 5.3: 170-172, 6.9: 235-237, 6.10: 240-241, 7.4: 264-265, 8.2: 290-292, 8.13: 338 SRB: 6.10 :232 PROBLEM SOLVING Standard 7: Students use strategies, skills, and concepts in finding and communicating solutions to problems.IndicatorExampleInstruction/Assessment StrategyResource6.7.4: Apply strategies and results from simpler problems to solve more complex problems.In the first example, begin by finding all the prime numbers up to 10.TLG: 2.1: 86-90, 2.12, 137-141, 6.9: 499-506, 6.10: 507-511, 6.11: 512-516, 6.13: 523-527, 8.10: 659-666, 10.2: 795-799 SMJ: 2.1: 44-45, 2.12: 81, 6.9: 235-237, 6.10: 240-241, 6.11: 244-245, 6.13: 251, 8.10: 326-327, 10.2: 391 SRB: 2.1: 40-41, 6.10: 232, 10.2: 325-3266.7.5: Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work.In the first example, use a hundreds chart to cross off all multiples of 2 (except 2), then all multiples of 3 (except 3), then all multiples of 5 (except 5), etc. Explain why you are doing this.TLG: 2.6: 108-111, 2.7: 112-115, 2.8: 116-120, 2.9: 121-124, 2.12: 137-141, 3.1: 154-157, 7.4: 556-560 SMJ: 2.6: 61-63, 2.7: 66, 2.8: 68-69, 2.9: 72-73, 2.12: 81, 3.1: 88-89, 7.4: 264-265 SRB: 2.6: 27, 2.7: 6, 2.8: 7-8, 2.9: 263 PROBLEM SOLVING Standard 7: Students use strategies, skills, and concepts in finding and communicating solutions to problems.IndicatorExampleInstruction/Assessment StrategyResource6.7.6: Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.Calculate the perimeter of a rectangular field that needs to be fenced. How accurate should you be: to the nearest kilometer, meter, centimeter, or millimeter? Explain your answer.TLG: 4.10: 263-267, 7.4: 556-560 SMJ: 4.10: 153-155, 7.4: 264-265 SRB: 243-2456.7.7: Select and apply appropriate methods for estimating results of rational-number computations.Measure the length and height of the walls of a room to find the total area. Estimate an answer by imagining meter squares covering the walls.TLG: 8.4: 621-626, 8.8: 646-651, 8.13: 680-685, 9.9: 743-748 SMJ: 8.4: 299-301, 8.8: 318-319, 8.13: 338, 9.9: 366-367 SRB: 243-2456.7.8: Use graphing to estimate solutions and check the estimates with analytic approaches. Use a graphing calculator to estimate the coordinates of the point where the straight line y = 8x 3 crosses the x-axis. Confirm your answer by checking it in the equation.TLG: 1.9: 52-56, 3.6: 176-181, 3.10: 196-200 SMJ: 1.9: 32-33, 3.6: 103-106, 3.10: 120-121 PROBLEM SOLVING Standard 7: Students use strategies, skills, and concepts in finding and communicating solutions to problemsIndicatorExampleInstruction/Assessment StrategyResource6.7.9: Make precise calculations and check the validity of the results in the context of the problem. In the first example, check whether some of the numbers not crossed out are in fact primes.TLG: 3.5: 171-175, 4.10; 263-267, 5.3: 299-303, 5.11: 341-345, 6.12: 517-522, 6.13: 523-527, 9.8: 738-742 SMJ: 3.5: 98-101, 4.10: 153-155, 5.3: 170-172, 5.11: 205, 6.12: 247-248, 6.13: 251, 9.8: 362-365 SRB: 6.12: 226, 304 PROBLEM SOLVING Standard 7: Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations.IndicatorExampleInstruction/Assessment StrategyResource6.7.10: Decide whether a solution is reasonable in the context of the original situation.In the first example, decide whether your method was a good one did it find all the prime numbers efficiently?TLG: 3.5: 171-175, 4.10: 263-267, 5.3: 299-303, 5.10: 336-340, 5.11: 341-345, 8.2: 6.9-614 SMJ: 3.5: 98-101, 4.10: 153-155, 5.3: 170-172, 5.10: 200-202, 5.11: 205, 8.2: 290-292 SRB: 5.10: 1886.7.11: Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.Use a hundreds chart to find all the numbers that are multiples of both 2 and 3.TLG: 5.5: 309-313, 5.8: 325-329, 5.9: 330-335, 5.11: 341-345, 6.9: 499-506, 6.10: 507-511, 6.11: 512-516, 6.13: 523-527, 8.2: 6.9: 614 SMJ: 5.5: 179-181, 5.8: 192-193, 5.9: 195-197, 5.11: 205, 6.9: 235-237, 6.10: 240-241, 6.11: 244-245, 6.13: 251, 8.2: 290-292 SRB: 5.5: 168-169, 5.8: 186, 182, 6.10: 232     ELKHART COMMUNITY SCHOOLS MATHEMATICS CURRICULUM GUIDE GRADE 6 Elkhart Community Schools Page  PAGE 9 Grade 6 September 2006 ELKHART COMMUNITY SCHOOLS MATHEMATICS CURRICULUM GUIDE GRADE 6 Elkhart Community Schools Page  PAGE 37 Grade 6 September 2006 1 4 2 3  Vision Statement Students in Elkhart Community Schools will develop the competence to solve problems, make generalizations, and make connections between mathematical ideas as well as other disciplines. Mission Statement Mathematics instruction will be centered upon reasoning, problem-solving, and mathematical communication skills. This will be accomplished through the presentation of problems in real-world contexts, class discussions that focus on the investigation of mathematical ideas, and the use of technology. Course Description 0430 Grade 6 students use integers, decimals, fractions, mixed numbers, ratios, proportions, and percentages. They evaluate algebraic expressions and solve simple linear equations. They investigate geometric relationships and describe them algebraically. 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They analyze statistical measures for data sets and determine theoretically and experimental probabilities. Students also make decisions about how to solve problems and communicate their ideas. TABLE OF CONTENTS Vision Statement pg. 2 Mission Statement pg. 2 Indiana Course Description pg. 2 Power Indicators pg. 3 K-6 Everyday Mathematics Pacing Guide pg. 5 Everyday Mathematics Instructional/Assessment Grid pg. 6 Everyday Mathematics Instructional/Assessment Strategies Overview pg. 18 Everyday Mathematics/Indiana Academic Standards Curriculum Alignment pg. 20 :R 3_`ab ! 0*/@B7$8$H$gdY /0= /!"#$% X 00:p0(= /!"#$% P0    50:p-p= /!"#$% N 00:p0(= /!"#$% P0 /0= /!"#$% $$If!vh56#v6:V l40654f4p $$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh56#v6:V l40654f4p $$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l065j54p$$If!vh5 5B-#v #vB-:V l48065j54f4p$$If!vh5 5B-#v 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