FIRST GRADE MATH, 1ST 30 DAYS



FIFTH GRADE MATH, 2nd 30 DAYS

|ESSENTIAL STANDARD |ESSENTIAL QUESTION |DEPTH for MASTERY |TEXTBOOK CHAPTER & LESSON |CALENDAR MATH |GLC WEBSITE - SEQUENCED |COMPASS LEARNING |

|ESSENTIAL | | | | |LESSON PLANS | |

|[1] - Rounds decimals to the nearest whole |How can decimals be rounded to the|All |Chapter 1, Lessons 4, 10 |None |Days 24, 26 |Curriculum Guide Pg. 59 |

|number (Good connection to QCC 5.15, money) |nearest whole number? | | | | |M.5.1 |

| | | |Review; no new pages | | | |

|4 - Adds, subtracts, and multiplies fractions|How can models be used to compute |Add, subtract with like |Chapter 10, Lessons 1, 2 |Aug.-June |Days 121-123, 131 |MA4.09.03.03-05 |

|and mixed numbers, with like and unlike |fractions with like and unlike |denominators | | |See day 130 for web sites, |MA5.08.01.01-04 |

|denominators (presented vertically and |denominators? | | | |adding & subtracting, |MA5.10.01.01-04 |

|horizontally), using models to connect to | | | | |multiplying fractions with |MA6.09.01.01-06 |

|computational strategies. | | | | |like and unlike | |

| | | | | |denominators. | |

|6 - Using models and vertical and horizontal |How can models help us understand |Hundredths |Chapter 2, Lessons 9-13 |Aug.-May |Days 31-32 |MA4.02.02.01-03 |

|presentations adds and subtracts decimals |the addition and subtraction of | | | |Use $, decimals |MA4.09.02.01-02 |

|through hundredths, without and with |decimals? | |Review; no new pages | | |MA5.02.02.01-05 |

|regrouping. | | | | | |MA6.03.02.04-06 |

|7 - Relates a fraction to a part of a whole, |How many ways can we use models to|Equivalent fractions |Chapter 9, Lessons 5, 6, 9, |Oct.-March |Days 121-123, 131 |MA4.07.01.01-07 |

|part of a set, and a point on a number line; |determine and compare equivalent |with denominators of | | |See day 130 for web sites. |MA5.06.01.01-03 |

|uses models to determine equivalent |fractions? |2-6, 8, 10, 100 |Review; no new pages | | | |

|fractions. Uses fractions with denominators | | | | | | |

|of 2, 3, 4, 5, 6, 8, 10, 12, 16, or 100. | | | | | | |

|ESSENTIAL STANDARD |ESSENTIAL QUESTION |DEPTH for MASTERY |TEXTBOOK CHAPTER & LESSON |CALENDAR MATH |GLC WEBSITE - SEQUENCED |COMPASS LEARNING |

|ESSENTIAL | | | | |LESSON PLANS | |

|12 & 13 - Selects and uses customary and metric|How do you decide which unit of|Customary |Chapter 11, Lessons 1-2, 4, |Jan.-March |Days 50-52, 55, 56 |MA4.03.02.01-03 |

|units of measure for length (including |measurement to use? | |5, 11-13, 15 | |(perimeter and volume) |MA4.11.01.01-02 |

|perimeter and circumference), area, | |Time, length, capacity, | | | |MA4.11.02.01-03 |

|capacity/volume, weight/mass, time and | |weight, area, perimeter,| | |Days 94-96 (time) |MA5.04.01.01 |

|temperature. Length, millimeter, inch, | |and volume | | | |MA5.04.03.01 |

|centimeter, foot, meter, yard, kilometer, mile,| | | | |Days 105-107 (capacity) |MA5.04.04.01 |

|capacity, milliliter, ounce, centiliter, cup, | | | | | |MA6.11.01.01-02 |

|liter, pit (liquid and dry), quart (liquid and | | | | |Day 113 (weight) | |

|dry), gallon, weight/mass, milligram, ounce, | | | | | | |

|gram, pound, kilogram, time, second, minute, | | | | |Day 114 (volume) | |

|week, month, hour, year, day, decade, century, | | | | | | |

|temperature, degree Fahrenheit, degree Celsius.| | | | |Day 115 (assessment) | |

|14 - Determine perimeter, areas and volume of |How do you find perimeter, |Customary |Chapter 11, Lessons 11-15 |April |Days 50-52, 55, 56 |MA4.03.03.01-02 |

|various geometric figures connecting concrete |area, and volume of geometric | | | | |MA5.04.05.01-02 |

|experiences (covering, filling, and counting) |figures? |Cubic inches | | | |MA5.04.05.04 |

|to computations & formulas. | | | | | |MA6.11.01.01-02 |

| | | | | | |MA6.11.03.01-03 |

| | | | | | |MAS.01.09.01-02 |

|ESSENTIAL STANDARD |ESSENTIAL QUESTION |DEPTH for MASTERY |TEXTBOOK CHAPTER & LESSON |CALENDAR MATH |GLC WEBSITE - SEQUENCED |COMPASS LEARNING |

|ESSENTIAL | | | | |LESSON PLANS | |

|[18] - Identifies factors and multiples of a |How do you find the prime factors |Multiples, factors, |Chapter 9, Lessons 1-3, 10 |Oct.-Feb. |Days 138, 139 |MA5.05.01.04-05 |

|given number, including prime factorizations.|and multiples of a number? |simplify | | | |MA6.04.01.06-07 |

| | | | | | |MA7.04.01.01-03 |

| | |Prime Composite | | | | |

|[19] - Explores the concept of divisibility |How do you know if a number is |Dividing decimals by 10,|Chapter 8, Lesson 9 |None |Day 71 |MA8.01.04.01-03 |

|and develops rules for divisibility by 2, 3, |divisible by 2, 3, 5, 10? |100, 1000 | | | | |

|5, 10. | | | | | | |

|[21] - Compares and orders whole numbers, |How would you compare and order |Hundredths |Chapter 1, |Aug.-June |Days 5, 24, 26 |Compass Curriculum Guide Pg. 66|

|fractions, and decimals through hundredths. |whole numbers, fractions, and | |Lesson 3, 8 | | |M.5.22 |

| |decimals through hundredths? | | | | | |

| | | |Review; no new pages | | | |

|[22] & 24 - Identifies needed information and|What information and strategies |Addition, subtraction |Chapter 8, Lesson 4 |Aug.-June |Day 39, 43 |Compass Curriculum Guide Pg. 67|

|selects the steps necessary to solve |would you use to solve a | | | | |M.5.24 |

|multi-step word problems. |multi-step word problem? | |Review; no new pages | | |Pg. 68 |

| | | | | | |M.5.26 |

|[23] - Solves one- two- and three-step word |When solving multi-step word |Addition, subtraction, |Chapter 4, |Aug.-June |Day 137 |Compass Curriculum Guide |

|problems related to all appropriate fifth |problems using charts, tables, and|multiplication |Lesson 2, 6, 11 | |Patterns in problems, three|Pg. 67 |

|grade objectives including those presented |graphs, how can you tell if the | | | |step problems. |M.5.25 |

|orally and in writing: those in charts, |information is sufficient? | | | | | |

|tables, and graphs, and those with extraneous| | | | | | |

|or insufficient information. | | | | | | |

|ESSENTIAL STANDARD |ESSENTIAL QUESTION |DEPTH for MASTERY |TEXTBOOK CHAPTER & LESSON |CALENDAR MATH |GLC WEBSITE - SEQUENCED |COMPASS LEARNING |

|ESSENTIAL | | | | |LESSON PLANS | |

|29 - Uses clustering to explore the concept |When using a specific mean, |Range, mode, median |Chapter 3, Lesson 10 |November |Day 88 |MA4.10.04.01 |

|of mean, median, and mode of a set of data |median, and mode of a set of data,| | | | |MA5.03.04.01 |

|and calculates the arithmetic mean. |how do you calculate the | | | | |MA5.07.02.04 |

| |arithmetic mean? | | | | |MA6.02.04.01 |

|[30] - Determines probability of a given |How do we use probability? What |Probability with tables |Chapter 12, Lessons 9, 12 |None |Days 88-89 |MA4.10.03.01-02 |

|event through explorations (more likely, less|is the probability that you will |and diagrams | | | |MA5.03.03.01-03 |

|likely, equally likely, likely, or not |win the lottery? How does | | | | |MA6.02.03.02-03 |

|likely). |probability help us solve | | | | |MAS.01.12.01-02 |

| |solutions to probability? | | | | | |

|[34] - Adds, subtracts, multiples, and |How do you add, subtract, |Addition, subtraction, |Chapter 4, |November |Days 36-39, 43-46 |MA4.01.01-03 |

|divides whole numbers up through four digits |multiply, and divide four-digit |multiplication, division |Lesson 3,5, 8-10; | | |MA4.02.03.01 |

|both vertically and horizontally with and |numbers? | |Chapter 5, Lessons 3-5, | | |MA4.05.01.01-08 |

|without regrouping. Uses calculators for | |Multiply 3 digits by 3 |7-9 | | |MA5.02.01.01 |

|more laborious computations (e.g. four | | | | | | |

|three-digit numbers). | |Divide 4 by 1 | | | | |

|ESSENTIAL STANDARD |ESSENTIAL QUESTION |DEPTH for MASTERY |TEXTBOOK CHAPTER & LESSON |CALENDAR MATH |GLC WEBSITE - SEQUENCED |COMPASS LEARNING |

|IMPORTANT | | | | |LESSON PLANS | |

|3 - Uses estimation strategies (such as |How can estimation be used to |Multiples of 10, 100 |Chapter 4, Lessons 4, 7 |Aug.-June |Days 35, 41 |MA4.06.01.01-03 |

|counting up, counting back, compensation, |predict results? | | | | |MA4.06.03.01-04 |

|compatible numbers and multiples of ten, | | | | | |MA5.07.02.01-04 |

|hundred, thousand, with whole numbers, | | | | | |MA6.08.02.01-02 |

|fractions, mixed numbers, and decimals. | | | | | | |

|8 - Identifies and distinguishes among point, |What is the difference between |Classify angles |Chapter 7, Lessons 1, 2, |February |Day 169-174 |MA3.06.01.01 |

|ray, line, line segment, and angle. |a point, ray, line, line | | |March | |MA4.04.01.01 |

| |segment? | | | | |MA5.09.01.01 |

|10 - Makes models of plane and solid figures |How can you make models to show|Polygons |Chapter 7, Lessons 4 |November |Day 147, 150 |MA3.06.01.06 |

|and sorts and classifies these models according|characteristics of plane and | | |Feb.-March | |MA4.04.02.01 |

|to characteristics such as number of sides, |solid figures? | | |May-June | |MA5.09.01.02-03 |

|angles, vertices, faces, edges, tessellations, | | | | | |MA5.09.02.01 |

|and lines of symmetry (include triangles, | | | | | |MA6.06.01.01 |

|quadrilaterals, polygons, circles, cones, | | | | | |Teacher’s Guide |

|cylinders, rectangular prisms, and pyramids) | | | | | | |

|20 - Determines a pair of numbers or the |How do you find the rule to |All |Chapter 1, |None |Days 55-56 |MA3.09.02.01 |

|missing element of a pair when a given relation|determine the missing number of| |Lesson 3; | |Patterns |MA6.05.01.03 |

|or rule, and determines the relation or rule |a given pair? | |Chapter 5, | | |MAS.01.04.01-02 |

|given pairs of numbers. | | |Lesson 1 | | |MAS.01.05.01-02 |

|ESSENTIAL STANDARD |ESSENTIAL QUESTION |DEPTH for MASTERY |TEXTBOOK CHAPTER & LESSON |CALENDAR MATH |GLC WEBSITE - SEQUENCED |COMPASS LEARNING |

|IMPORTANT | | | | |LESSON PLANS | |

|26 - Given a situation, choose the appropriate |When should you use mental |Multiplication and |Chapter 4, Lessons 9-10; |Aug.-June |Days 39, 46 |MA4.02.03.01 |

|method of computation (mental computation, |computation? When should you |division |Chapter 5, Lessons 11-12; | | |MA4.06.02.01 |

|paper or pencil, or calculator). |use pencil computation? When | | | | |MA4.09.01.01 |

| |should you use a calculator? | | | | |MA5.07.01.01 |

| | | | | | |MA5.07.01.02 |

| | | | | | |MA5.07.01.03 |

| | | | | | |MA5.07.02.01 |

| | | | | | |MA5.12.01.01 |

| | | | | | |MA6.03.02.03 |

|33 - Uses the commutative, associative, and |What are the mathematical |Properties of addition and|Chapter 4, |None |Day 38, 40, |MA3.04.01.01 |

|identity properties of addition and |properties that govern addition|multiplication |Lesson 1 | | |MA4.05.01.07 |

|multiplication, and the distributive property |and multiplication? How would | | | | |MA5.07.01.02 |

|of multiplication over addition. |you use them? | | | | | |

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