UNO PDR: Curriculum

With the current emphasis on testing in our nation, it will be important to know the standards we will be expected to teach. I will attach the Nebraska State Standards for grades 1-6 (my teaching endorsement) and identify a few lessons that will fall under some of the standards. This is not a complete list, I will keep adding to it as I plan and teach in order to cover all

Nebraska Mathematics Standards

Grade 1

MA 1.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 1.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system

MA 1.1.1.a Count, read, and write numbers 0 – 100

MA 1.1.1.b Count by multiples of 2 up to 50

MA 1.1.1.c Count by multiples of 5 up to 100

MA 1.1.1.d Count by multiples of 10 up to 100

MA 1.1.1.e Sequence objects using ordinal numbers (first through tenth)

MA 1.1.1.f Count backwards from 10 – 0

MA 1.1.1.g Connect number words to the quantities they represent 0 – 20

MA 1.1.1.h Demonstrate and identify multiple equivalent representations for numbers 1 – 100 (e.g., 23 is 2 tens and 3 ones; 23 is 1 ten and 13 ones; 23 is 23 ones)

A. Decomposing Numbers

http://kindercraze.blogspot.com/2012/03/getting-interactive-with-common-core.html

B. Wanted!

http://mathcoachscorner.blogspot.ca/2012/04/wanted.html

MA 1.1.1.i Compare and order whole numbers 0 – 100
A. UNO
http://eisforexplore.blogspot.com/search/label/uno

MA 1.1.1.j Demonstrate relative position of whole numbers 0 – 100 (e.g., 52 is between 50 and 60; 83 is greater than 77)
A. UNO
http://eisforexplore.blogspot.com/search/label/uno

MA 1.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers.

MA 1.1.2.a Use objects, drawings, words, and symbols to explain addition as a joining action

            A. Decomposing Numbers
                http://kindercraze.blogspot.com/2012/03/getting-interactive-with-common-core.html
           B. Domino Parking Lot
                http://www.abcand123learning.com/2010/09/play-to-learn-numbers-counting.html
          C.  45 Math Games using Dice
                 http://kbkonnected.tumblr.com/post/12928926198/40-resources-for-dice-and-everything- dice

MA 1.1.2.b Use objects, drawings, words, and symbols to explain addition as parts of a whole

A. Decomposing Numbers
http://kindercraze.blogspot.com/2012/03/getting-interactive-with-common-core.html

MA 1.1.2.c Use objects, drawings, words, and symbols to explain subtraction as a separation action

MA 1.1.2.d Use drawings, words, and symbols to explain subtraction as finding part of a whole

MA 1.1.2.e Use objects, drawings, words, and symbols to explain subtraction as a comparison (e.g., Nancy has 8 hair ribbons. Jane has 5 hair ribbons. How many more hair ribbons does Nancy have than Jane)

MA 1.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 1.1.3.a Fluently add whole number sums up to 10
A. Fact Families
http://www.alyciazimmerman.com/math-charts.html

MA 1.1.3.b Fluently subtract whole number differences from 10

A. Fact Families
http://www.alyciazimmerman.com/math-charts.html

MA 1.1.3.c Add and subtract two-digit numbers without regrouping

A. Fact Families
http://www.alyciazimmerman.com/math-charts.html

MA 1.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper-pencil)

A. Calculator Puzzles
http://www.teacherspayteachers.com/Product/Calculator-Puzzles

MA 1.1.4 Estimation: Mastery not expected at this level.

MA 1.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 1.2.1 Characteristics: Students will identify characteristics of two-dimensional geometric shapes.

MA 1.2.1.a Compare two-dimensional shapes (e.g., square, circle, rectangle, triangle)

A. Easter Geometric Bunny
http://www.teacherspayteachers.com/Product/Easter-Bunny-Geometric-Shape-Rabbit

MA 1.2.1.b Describe attributes of two-dimensional shapes (e.g., square, circle, rectangle, triangle)
A. Easter Geometric Bunny
http://www.teacherspayteachers.com/Product/Easter-Bunny-Geometric-Shape-Rabbit

MA 1.2.2 Coordinate Geometry: Students will identify locations on a number line.

MA 1.2.2.a Identify the position of a whole number on a horizontal number line

MA 1.2.3 Transformations: Students will identify a line of symmetry

MA 1.2.3.a Identify one line of symmetry in two-dimensional shapes (e.g., circle, square, rectangle, triangle)

MA 1.2.4 Spatial Modeling: Students will communicate relative positions in space and create two-dimensional shapes.

MA 1.2.4.a Demonstrate positional words (e.g., left/right)

MA 1.2.4.b Sketch two-dimensional shapes (e.g., square, circle, rectangle, triangle)

A. Solid Shapes Smartboard
http://www.teacherspayteachers.com/Product/Solid-Shapes-3d-Math-SmartBoard-Lesson-Primary-Grades

MA 1.2.5 Measurement: Students will measure using standard units, time, and money.

MA 1.2.5.a Count like coins to $1.00

A. Lots of Money Activities
http://the-learningtree.blogspot.com/2012/10/money-money-money-loads-of-freebies.html

              B. Teaching Through Real Life                http://52brandnew.com/2012/10/23/teaching-math-through-real-life-experience/
             C. Math Representation
              http://mathcoachscorner.blogspot.ca/2012/04/more-connections.html

MA 1.2.5.b Identify time to the half hour

A. Time Teller
http://eisforexplore.blogspot.com/2012/05/time-teller-cheat-and-peek.html

MA 1.2.5.c Identify past, present, and future as orientation in time

MA 1.2.5.d Select an appropriate tool for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)

MA 1.2.5.e Measure length using inches

A. Measure the Length Game

http://www.teachersnotebook.com/product/MrsLane/measure-the-length-game-great-whole-class-activity

MA 1.2.5.f Compare and order objects according to length

MA 1.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

          A. Hidden Peeps
               http://happyteacherhappykids.com/spring-peeps-madness/

         B.    Algebraic Reasoning
               http://pinterest.com/pin/211458144975899661/

MA 1.3.1 Relationships: Students will identify and describe relationships.

MA 1.3.1.a Sort or order objects by their attributes (e.g., color, shape, size, number) then identify the classifying attribute

MA 1.3.1.b Create multiple rules for sorting beyond color, shape, and size

MA 1.3.1.c Identify, describe, and extend patterns (e.g., patterns with a repeating core)

         MA 1.3.1.d Use <, =, > to compare quantities

            A. UNO
                 http://eisforexplore.blogspot.com/search/label/uno

MA 1.3.2 Modeling in Context: Students will use objects and pictures as models to represent mathematical situations.

MA 1.3.2.a Model situations that involve the addition and subtraction of whole numbers 0 – 20, using objects and pictures

A. Domino Parking Lot

http://www.abcand123learning.com/2010/09/play-to-learn-numbers-counting.html

MA 1.3.2.b Describe and model quantitative change (e.g., a student growing taller)

MA 1.3.3 Procedures: Students will use concrete, verbal, and visual representations to solve number sentences.

MA 1.3.3.a Write number sentences to represent fact families

A. Fact Families
http://www.alyciazimmerman.com/math-charts.html

MA 1.3.3.b Use concrete, pictorial, and verbal representations of the commutative property of addition

MA 1.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

    A. Shake and Spill
         http://pinterest.com/pin/92605336060086520/
   B. Free Throws
       http://pinterest.com/pin/141159769543008049/
   C. Charting Favorites
        http://pinterest.com/pin/69313281737748838/
   D. M & M Data Analysis and Probability
        http://pinterest.com/pin/36380709461265018/
   E. Probability Games
        http://www.wartgames.com/themes/math/probability.html

MA 1.4.1 Display and Analysis: Students will sort, classify, organize, describe, and compare data.

MA 1.4.1.a Sort and classify objects by more than one attribute

MA 1.4.1.b Organize data by using concrete objects

MA 1.4.1.c Represent data by using tally marks

MA 1.4.1.d Compare and interpret information from displayed data (e.g., more, less, fewer)

MA 1.4.2 Predictions and Inferences: Mastery not expected at this level.

MA 1.4.3 Probability: Mastery not expected at this level.

Nebraska Mathematics Standards

Grade 2

MA 2.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

    A. Fraction Number line
        http://www.mathwire.com/fractions/fracactivities.html
        http://pinterest.com/pin/110267890848675977/
   B. CUBE
        http://pinterest.com/pin/224757837623006298/
   C. Monster Problem Solving
        http://www.teachersnotebook.com/product/CreativeClassroom/free-monster-math-problem-solving
   D. Number Tiles
        http://www.teacherspayteachers.com/Product/Number-Tiles-FREE-Problem-Solving-Activities-for-the-Primary-Grades
    E. Algebraic Reasoning
         http://pinterest.com/pin/211458144975899661/
    F. Creating Shapes
         http://pinterest.com/pin/138907969728687771/
    G. Card Pick Up
         http://www.education.com/activity/article/card-pick-up/
    H. Calculator Puzzles
         http://www.teacherspayteachers.com/Product/Calculator-Puzzles

MA 2.1.1 Number System: Students will demonstrate, represent, and show relationships among whole numbers within the base-ten number system.

MA 2.1.1.a Read and write numbers 0 – 1,000 (e.g., count numbers from 400 – 500; write numbers from

400 – 500)

MA 2.1.1.b Count by multiples of 2 up to 100

MA 2.1.1.c Count backwards from 20 – 0

MA 2.1.1.d Connect number words to the quantities they represent 0 – 100

MA 2.1.1.e Demonstrate multiple equivalent representations for numbers 1 – 1,000 (e.g., 423 is 4 hundreds, 2 tens and 3 ones; 423 is 3 hundreds 12 tens and 3 ones)

A. Place Value
http://www.parents.com/blogs/homeschool-den/2010/01/19/math/first-grade-math-additionplace-value/

MA 2.1.1.f Compare and order whole numbers 0 – 1,00

MA 2.1.1.g Demonstrate relative position of whole numbers 0 – 1,000 (e.g., 624 is between 600 and 700; 593 is greater than 539)

MA 2.1.1.h Use visual models to represent fractions of one-half as a part of a whole

MA 2.1.2 Operations: Students will demonstrate the meaning of addition and subtraction with whole numbers.

MA 2.1.2.a Use objects, drawings, words, and symbols to explain the relationship between addition and subtraction (e.g., if 2 + 3 = 5 then 5 – 3 = 2)

A. Fact Families
http://www.alyciazimmerman.com/math-charts.html

MA 2.1.2.b Use objects, drawings, words, and symbols to explain the use of subtraction to find a missing addend (e.g., if 3 + __ = 7, then 7- 3 = __.)

MA 2.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 2.1.3.a Fluently add whole number facts with sums to 20

MA 2.1.3.b Fluently subtract whole number facts with differences from 20

MA 2.1.3.c Add and subtract three-digit whole numbers with regrouping

MA 2.1.3.d Use a variety of methods and tools to compute sums and differences (e.g., models, mental computation, paper–pencil)

MA 2.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

MA 2.1.4.a Estimate the results of two-digit whole number sums and differences and check the reasonableness of such results

MA 2.1.4 b Estimate the number of objects in a group

MA 2.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

.   A. Easter Geometric Bunny
          http://www.teacherspayteachers.com/Product/Easter-Bunny-Geometric-Shape-Rabbit
    B. A Great Idea for Teaching Lines
         http://millsteach105.blogspot.com/2013/01/classroom-freebies-geometry-lines-rays.html
    C. A Fun Twist on Sight Word Bingo
         http://thefirstgradesweetlife.blogspot.com/2011/02/reading-centers.html
    D. Solid Shapes Smartboard
         http://www.teacherspayteachers.com/Product/Solid-Shapes-3d-Math-SmartBoard-Lesson-Primary-Grades

MA 2.2.1 Characteristics: Students will describe characteristics of two-dimensional shapes and identify three-dimensional objects.

MA 2.2.1.a Describe attributes of two-dimensional shapes (e.g., trapezoid, parallelogram)

MA 2.2.1.b Determine if two shapes are congruent

MA 2.2.1.c Compare two-dimensional shapes (e.g., trapezoid, parallelogram)

MA 2.2.1.d Identify solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)
A. Solid Shapes Smartboard
http://www.teacherspayteachers.com/Product/Solid-Shapes-3d-Math-SmartBoard-Lesson-Primary-Grades

MA 2.2.2 Coordinate Geometry: Students will describe direction on a positive number line.

MA 2.2.2.a Identify numbers using location on a vertical number line

MA 2.2.2.b Compare whole numbers using location on a horizontal number line

MA 2.2.2.c Identify the direction moved for adding and subtracting using a horizontal number line

MA 2.2.3 Transformations: Students will identify lines of symmetry.

MA 2.2.3.a Identify lines of symmetry in two-dimensional shapes

MA 2.2.3.b Draw a line of symmetry in two-dimensional shapes

MA 2.2.4 Spatial Modeling: Students will create two-dimensional shapes.

MA 2.2.4.a Sketch two-dimensional shapes (e.g., trapezoid, parallelogram)

A. Easter Geometric Bunny
http://www.teacherspayteachers.com/Product/Easter-Bunny-Geometric-Shape-Rabbit

MA 2.2.5 Measurement: Students will measure using standard units, time and money.

MA 2.2.5.a Count mixed coins to $1.00
A. Lots of Money Activities
     http://the-learningtree.blogspot.com/2012/10/money-money-money-loads-of-freebies.html
B. Teaching Through Real Life
      http://52brandnew.com/2012/10/23/teaching-math-through-real-life-experience/
C. Math Representation
     http://mathcoachscorner.blogspot.ca/2012/04/more-connections.html

MA 2.2.5.b Identify time to 5 minute intervals

A. Time Teller
http://eisforexplore.blogspot.com/2012/05/time-teller-cheat-and-peek.html

MA 2.2.5.c Identify and use appropriate tools for the attribute being measured (e.g., clock, calendar, thermometer, scale, ruler)

MA 2.2.5.d Measure length using feet and yards

A. Measure the Length Game
http://www.teachersnotebook.com/product/MrsLane/measure-the-length-game-great-whole-class-activity

MA 2.2.5.e Compare and order objects using inches, feet and yards

MA 2.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 2.3.1 Relationships: Students will identify, describe, and extend relationships.

MA 2.3.1.a Create and describe patterns using concrete and pictorial representations

MA 2.3.2 Modeling in Context: Students will use objects, pictures, and symbols as models to represent mathematical situations.

MA 2.3.2.a Model situations that involve the addition and subtraction of whole numbers 0 – 100, using objects and number lines

            A. Fact Families
                 http://www.alyciazimmerman.com/math-charts.html
            B. Subtraction Spinners
                 http://www.teacherspayteachers.com/Product/2-digit-subtraction-game-without-regrouping
            C. Math Games with a Deck of Cards
                http://imaginationsoup.net/2009/06/deck-of-cards-for-math-fun/

MA 2.3.2.b Describe and model quantitative change involving addition (e.g., a student grew 2 inches)

MA 2.3.3 Procedures: Students will use concrete, verbal, visual, and symbolic representations to solve number sentences.

MA 2.3.3.a Use symbolic representations of the commutative property of addition (e.g., 2 + 3 = D + 2)

MA 2.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

A. Shake and Spill
         http://pinterest.com/pin/92605336060086520/
   B. Free Throws
        http://pinterest.com/pin/141159769543008049/
   C. Charting Favorites
        http://pinterest.com/pin/69313281737748838/
   D. M & M Data Analysis and Probability
        http://pinterest.com/pin/36380709461265018/
   E. Probability Games
        http://www.wartgames.com/themes/math/probability.html

MA 2.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.

MA 2.4.1.a Represent data using pictographs

            A. M & M Data Analysis and Probability
                http://pinterest.com/pin/36380709461265018/
            B. Charting Favorites
                 http://pinterest.com/pin/69313281737748838/

MA 2.4.1.b Interpret data using pictographs (e.g., 7 more; 2 less; 12 all together)
A. M & M Data Analysis and Probability
http://pinterest.com/pin/36380709461265018/
B. Charting Favorites
http://pinterest.com/pin/69313281737748838/

MA 2.4.2 Predictions and Inferences: Mastery not expected at this level.

MA 2.4.3 Probability: Mastery not expected at this level.

Nebraska Mathematics Standards

Grade 3

MA 3.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.1.1 Number System: Students will represent and show relationships among positive rational numbers within the base-ten number system.

MA 3.1.1.a Read and write numbers to one-hundred thousand (e.g., 4,623 is the same as four thousand six hundred twenty three)

            A. Place Value
                http://www.parents.com/blogs/homeschool-den/2010/01/19/math/first-grade-math-additionplace-value/
           B. Wanted!
                 http://mathcoachscorner.blogspot.ca/2012/04/wanted.html

MA 3.1.1.b Count by multiples of 5 to 200

MA 3.1.1c Count by multiples of 10 to 400

MA 3.1.1.d Count by multiples of 100 to 1,000

MA 3.1.1.e Demonstrate multiple equivalent representations for numbers up to 10,000 (e.g., 10 tens is 1 hundred; 10 ten thousands is 1 hundred thousand; 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens)

A. Wanted!
http://mathcoachscorner.blogspot.ca/2012/04/wanted.html

MA 3.1.1.f Demonstrate multiple equivalent representations for decimal numbers through the tenths place (e.g., 3 and 6 tenths is 3.6; 7.4 is 7 + .40

MA 3.1.1.g Compare and order whole numbers through the thousands

MA 3.1.1.h Find parts of whole and parts of a set for ½, ⅓, or ¼

            A. Memory Game
                 http://www.classroomfreebies.com/2011/12/fractions-freebie.html
           B. My Name in Fractions
               http://teachinginhighheels.blogspot.com/search/label/free%20printables
           C. Teaching Fractions with Pattern Blocks
                 http://teacherblogspot.com/?cat=946

MA 3.1.1.i Round a given number to tens, hundreds, or thousands

MA 3.1.2 Operations: Students demonstrate the meaning of multiplication with whole numbers.

MA 3.1.2.a Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)

MA 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4.)

MA 3.1.2.c Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)

MA 3.1.2.d Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)

MA 3.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 3.1.3.a Compute whole number multiplication facts 0 – 10 fluently

A. Multiplication Concentration
http://kidsactivitiesblog.com/7298/halloween-math-games

MA 3.1.3.b Add and subtract through four-digit whole numbers with regrouping

MA 3.1.3.c Select and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil)

MA 3.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

MA 3.1.4.a Estimate the two-digit product of whole number multiplication and check the reasonableness

MA 3.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

    A. Easter Geometric Bunny
          http://www.teacherspayteachers.com/Product/Easter-Bunny-Geometric-Shape-Rabbit
    B. A Great Idea for Teaching Lines
         http://millsteach105.blogspot.com/2013/01/classroom-freebies-geometry-lines-rays.html
    C. A Fun Twist on Sight Word Bingo
         http://thefirstgradesweetlife.blogspot.com/2011/02/reading-centers.html
    D. Solid Shapes Smartboard
         http://www.teacherspayteachers.com/Product/Solid-Shapes-3d-Math-SmartBoard-Lesson-Primary-Grades

MA 3.2.1 Characteristics: Students will identify characteristics and describe properties of two-dimensional shapes and three-dimensional objects.

MA 3.2.1.a Identify the number of sides, angles, and vertices of two-dimensional shapes

MA 3.2.1.b Identify congruent two-dimensional figures given multiple two-dimensional shapes

MA 3.2.1.c Identify lines, line segments, rays, and angles
A. Great Idea for Teaching Lines
http://millsteach105.blogspot.com/2013/01/classroom-freebies-geometry-lines-rays.html

MA 3.2.1.d Describe attributes of solid shapes (e.g., triangular prism, rectangular prisms, cones, cylinders, pyramids, spheres)

A. Solid Shapes Smartboard
http://www.teacherspayteachers.com/Product/Solid-Shapes-3d-Math-SmartBoard-Lesson-Primary-Grades

MA 3.2.2 Coordinate Geometry: Students will identify distances on a number line.

MA 3.2.2.a Draw a number line and plot points

A. Cool Fraction Activities
http://www.mathwire.com/fractions/fracactivities.html

MA 3.2.2.b Determine the distance between two whole number points on a number line

MA 3.2.3 Transformations: Students will draw all lines of symmetry.

MA 3.2.3.a Draw all possible lines of symmetry in two-dimensional shapes

MA 3.2.4 Spatial Modeling: Students will create two-dimensional shapes and three-dimensional objects.

MA 3.2.4.a Sketch and label lines, rays, line segments, and angles

A. Great Idea for Teaching Lines
http://millsteach105.blogspot.com/2013/01/classroom-freebies-geometry-lines-rays.html

MA 3.2.4.b Build three-dimensional objects (e.g., using clay for rectangular prisms, cone, cylinder)

MA 3.2.5 Measurement: Students will apply appropriate procedures and tools to determine measurements using customary and metric units.

MA 3.2.5.a Select and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle

MA 3.2.5.b Count mixed coins and bills greater than $1.00

            A. Lots of Money Activities
                 http://the-learningtree.blogspot.com/2012/10/money-money-money-loads-of-freebies.html
           B. Teaching Through Real Life
         http://52brandnew.com/2012/10/23/teaching-math-through-real-life-experience/

MA 3.2.5.c Identify time of day (e.g., am, pm, noon, midnight)

MA 3.2.5.d State multiple ways for the same time using 15 minute intervals (e.g., 2:15, or quarter past 2, 2:45 or a quarter until 3)

MA 3.2.5.e Identify the appropriate customary unit for measuring length, weight, and capacity/volume

MA 3.2.5.f Measure length to the nearest ½ inch and centimeter (e.g., requires rounding)

A. Measure the Length Game
http://www.teachersnotebook.com/product/MrsLane/measure-the-length-game-great-whole-class-activity

MA 3.2.5.g Compare and order objects according to length using centimeters and meters

MA 3.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.3.1 Relationships: Students will represent relationships.

MA 3.3.1.a Identify, describe, and extend numeric and non-numeric patterns

MA 3.3.1.b Identify patterns using words, tables, and graphs

MA 3.3.2 Modeling in Context: Students will create and use models to represent mathematical situations.

MA 3.3.2.a Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols

MA 3.3.2.b Describe and model quantitative change involving subtraction (e.g., temperature dropped two degrees)

MA 3.3.3 Procedures: Students will identify and apply properties of whole numbers to solve equations involving addition and subtraction.

MA 3.3.3.a Use symbolic representation of the identity property of addition (e.g., 3 = 0 + 3)

MA 3.3.3.b Solve simple one-step whole number equations involving addition and subtraction (e.g., D + 2 = 3)

MA 3.3.3.c Explain the procedure(s) used in solving simple one-step whole number equations involving addition and subtraction

MA 3.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 3.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.

MA 3.4.1.a Represent data using horizontal and vertical bar graphs

           A. Charting Favorites
                http://pinterest.com/pin/69313281737748838/
           B. M & M Data Analysis and Probability
               http://pinterest.com/pin/36380709461265018/

MA 3.4.1.b Use comparative language to describe the data (e.g., increasing, decreasing)

MA 3.4.1.c Interpret data using horizontal and vertical bar graphs
A. Charting Favorites
http://pinterest.com/pin/69313281737748838/
B. M & M Data Analysis and Probability
http://pinterest.com/pin/36380709461265018/

MA 3.4.2 Predictions and Inferences: Mastery not expected at this level.

MA 3.4.3 Probability: Students will find and describe experimental probability.

MA 3.4.3.a Perform simple experiments (e.g., flip a coin, toss a number cube, spin a spinner) and describe outcomes as possible, impossible, or certain

Nebraska Mathematics Standards

Grade 4

MA 4.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 4.1.1 Number System: Students will represent and show relationships among positive rational numbers within the base-ten number system.

MA 4.1.1.a Read and write numbers through the millions (e.g., 2,347,589 is the same as 2 million three hundred forty seven thousand five hundred eighty nine)

            A. Place Value
                 http://www.parents.com/blogs/homeschool-den/2010/01/19/math/first-grade-math-additionplace-value/

             MA 4.1.1.b Demonstrate multiple equivalent representations for decimal numbers through the hundredths place
              (e.g., 2 and 5 hundredths is 2.05; 6.23 is 6 + .2 +.03)

MA 4.1.1.c Compare and order whole numbers and decimals through the hundredths place (e.g., money)

MA 4.1.1.d Classify a number as even or odd

MA 4.1.1.e Represent a fraction as parts of a whole and/or parts of a set

            A. Memory Game
                 http://www.classroomfreebies.com/2011/12/fractions-freebie.html
            B. My Name in Fractions
                http://teachinginhighheels.blogspot.com/search/label/free%20printables
            C. Teaching Fractions with Pattern Blocks
                 http://teacherblogspot.com/?cat=946

MA 4.1.1.f Use visual models to find equivalent fractions

MA 4.1.1.g Determine the size of a fraction relative to one half using equivalent forms (e.g., Is 3/8 more or less than one half?)

MA 4.1.1.h Locate fractions on a number line
A. Cool Fraction Activities
http://www.mathwire.com/fractions/fracactivities.html

MA 4.1.1.i Round a whole number to millions

MA 4.1.2 Operations: Students will demonstrate the meaning of division with whole numbers.

MA 4.1.2.a Use drawings, words, and symbols to explain the meaning of division [(e.g., as repeated subtraction: Sarah has 24 candies. She put them into bags of 6 candies each. How many bags did Sarah use?) (e.g., as equal sharing: Paul has 24 candies. He wants to share them equally among his 6 friends. How many candies will each friend receive?)]

MA 4.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 4.1.3.a Compute whole number division facts 0 – 10 fluently

MA 4.1.3.b Add and subtract decimals to the hundredths place (e.g., money)

MA 4.1.3.c Multiply two-digit whole number

A. Calculator Puzzles
http://www.teacherspayteachers.com/Product/Calculator-Puzzles

MA 4.1.3.d Divide a three-digit number with one digit divisor with and without a remainder

MA 4.1.3.e Mentally compute multiplication and division involving powers of 10

MA 4.1.3.f Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil)

MA 4.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

MA 4.1.4.a Estimate the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness

MA 4.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 4.2.1 Characteristics: Students will classify two-dimensional shapes and three-dimensional objects.

MA 4.2.1.a Identify two- and three-dimensional shapes according to their sides and angle properties

            A. Creating Shapes
                 http://pinterest.com/pin/138907969728687771/
            B. Solid Shapes Smartboard
                 http://www.teacherspayteachers.com/Product/Solid-Shapes-3d-Math-SmartBoard-Lesson-Primary-Grades

MA 4.2.1.b Classify an angle as acute, obtuse, and right

MA 4.2.1.c Identify parallel, perpendicular, and intersecting lines

MA 4.2.1.d Identify the property of congruency when dealing with plane geometric shapes

MA 4.2.2 Coordinate Geometry: Students will describe locations using coordinate geometry

MA 4.2.2.a Identify the ordered pair of a plotted point in first quadrant by its location (e.g., (2, 3) is a point two right and three up from the origin)

MA 4.2.3 Transformations: Students will identify simple transformations.

MA 4.2.3.a Given two congruent geometric shapes, identify the transformation (e.g., translation, rotation, reflection) applied to an original shape to create a transformed shap

MA 4.2.4 Spatial Modeling: Student will use geometric models to solve problems.

MA 4.2.4.a Given a geometric model, use it to solve a problem (e.g., what shapes make a cylinder; streets run parallel and perpendicular)

MA 4.2.5 Measurement: Students will apply appropriate procedures and tools to estimate and determine measurement using customary and metric units.

MA 4.2.5.a Select and use appropriate tools to measure perimeter of polygons

MA 4.2.5.b Identify time to the minute on an analog clock

A. Time Teller
http://eisforexplore.blogspot.com/2012/05/time-teller-cheat-and-peek.html

MA 4.2.5.c Solve problems involving elapsed time

MA 4.2.5.d Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)

MA 4.2.5.e Estimate and measure length using customary (nearest ½ inch) and metric (nearest centimeter) units

A. Measure the Length Game
http://www.teachersnotebook.com/product/MrsLane/measure-the-length-game-great-whole-class-activity

MA 4.2.5.f Measure weight and temperature using customary units

MA 4.2.5.g Compute simple unit conversions for length within a system of measurement

MA 4.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 4.3.1 Relationships: Students will represent and analyze relationships.

MA 4.3.1.a Describe, extend, and apply rules about numeric patterns

MA 4.3.1.b Represent and analyze a variety of patterns using words, tables, and graphs

MA 4.3.1.c Use ³, £ symbols to compare quantities

MA 4.3.1.d Select appropriate operational and relational symbols to make a number sentence true

MA 4.3.2 Modeling in Context: Students will create and use models to represent mathematical situations.

MA 4.3.2.a Model situations that involve the multiplication of whole numbers using number lines and symbols

MA 4.3.2.b Describe and model quantitative change involving multiplication (e.g., money doubling)

MA 4.3.3 Procedures: Students will identify and apply properties of whole numbers to solve equations involving multiplication and division.

MA 4.3.3.a Represent the idea of a variable as an unknown quantity using a letter or a symbol

(e.g., n + 3, b – 2)

A. Hidden Peeps
http://happyteacherhappykids.com/spring-peeps-madness/

MA 4.3.3.b Use symbolic representation of the identity property of multiplication (e.g., 5 * 1 = 5)

MA 4.3.3.c Use symbolic representations of the commutative property of multiplication (e.g., 2 * 3 = D * 2)

MA 4.3.3.d Solve simple one-step whole number equations (e.g., x + 2 = 3, 3 * y = 6)

MA 4.3.3.e Explain the procedure(s) used in solving simple one-step whole number equations

MA 4.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 4.4.1 Display and Analysis: Students will organize, display, compare, and interpret data

MA 4.4.1.a Represent data using dot/line plots

A. Charting Favorites
http://pinterest.com/pin/69313281737748838/

MA 4.4.1.b Compare different representations of the same data

A. M & M Data Analysis and Probability
http://pinterest.com/pin/36380709461265018/

MA 4.4.1.c Interpret data and draw conclusions using dot/line plots

MA 4.4.1.d Find the mode and range for a set of whole numbers

MA 4.4.1.e Find the whole number mean for a set of whole numbers

MA 4.4.2 Predictions and Inferences: Students will construct predictions based on data.

MA 4.4.2.a Make predictions based on data to answer questions from tables and bar graphs

MA 4.4.3 Probability: Students will find, describe, and compare experimental probabilities.

MA 4.4.3.a Perform simple experiments and compare the degree of likelihood (e.g., more likely, equally likely, or less likely)

Nebraska Mathematics Standards

Grade 5

MA 5.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 5.1.1 Number System: Students will represent and show relationships among positive rational numbers.

MA 5.1.1.a Demonstrate multiple equivalent representations for whole numbers and decimals through the thousandths place (e.g., 3.125 is 3 + .1 + .02 + .005)

MA 5.1.1.b Compare and order whole numbers, fractions, and decimals through the thousandths place

A. Cool Fraction Activities
http://www.mathwire.com/fractions/fracactivities.html

MA 5.1.1.c Identify and name fractions in their simplest form and find common denominators for fractions

MA 5.1.1.d Recognize and generate equivalent forms of commonly used fractions, decimals, and percents (e.g., one third, one fourth, one half, two thirds, three fourths)

MA 5.1.1.e Classify a number as prime or composite

MA 5.1.1.f Identify factors and multiples of any whole number

A. Fact Families
http://www.alyciazimmerman.com/math-charts.html

MA 5.1.1.g Round whole numbers and decimals to any given place

MA 5.1.2 Operations: Students will demonstrate the meaning of arithmetic operations with whole numbers.

MA 5.1.2.a Use words and symbols to explain the meaning of the identity properties for addition and multiplication

MA 5.1.2.b Use words and symbols to explain the meaning of the commutative and associative properties of addition and multiplication

MA 5.1.2.c Use words and symbols to explain the distributive property of multiplication over addition (e.g., 5 (y + 2) = 5y + 5 x 2)

MA 5.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 5.1.3.a Add and subtract positive rational numbers (e.g., proper and improper fractions, mixed numbers, fractions with common and uncommon denominators, decimals through the thousandths place)

MA 5.1.3.b Select, apply and explain the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil, technology)

A. CUBE
http://pinterest.com/pin/224757837623006298/

MA 5.1.3.c Multiply decimals

MA 5.1.3.d Divide a decimal by a whole number

MA 5.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

MA 5.1.4.a Estimate the sums and differences of positive rational numbers to check the reasonableness of such results

MA 5.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 5.2.1 Characteristics: Students will describe relationships among two-dimensional shapes and three-dimensional objects.

MA 5.2.1.a Identify the number of edges, faces, and vertices of triangular and rectangular prisms

MA 5.2.1.b Justify congruence of two-dimensional shapes

MA 5.2.1.c Justify the classification of two-dimensional shapes (e.g., triangles by angles and sides)

A. Solid Shapes Smartboard
http://www.teacherspayteachers.com/Product/Solid-Shapes-3d-Math-SmartBoard-Lesson-Primary-Grades

MA 5.2.1.d Identify degrees on a circle (e.g., 45, 90, 180, 270, 360)

MA 5.2.2 Coordinate Geometry: Students will identify locations using coordinate geometry.

MA 5.2.2.a Plot the location of an ordered pair in the first quadrant

MA 5.2.3 Transformations: Students will identify and use simple transformations.

MA 5.2.3.a Perform one-step transformations on two dimensional shapes (e.g., translation, rotation, reflection, of 90, 180, and 270)

MA 5.2.4 Spatial Modeling: Students will create and use geometric models to solve problems

MA 5.2.4.a Build or sketch a geometric model to solve a problem

MA 5.2.4.b Sketch congruent shapes

MA 5.2.4.c Build rectangular prisms using cubes

MA 5.2.5 Measurement: Students will apply appropriate procedures, tools, and formulas to determine measurements using customary and metric units

MA 5.2.5.a Select and use appropriate tools to measure perimeter and angles

MA 5.2.5.b Identify correct unit (customary or metric) to the measurement situation (e.g., distance from home to school; measure length of a room)

MA 5.2.5.c Estimate and measure length with customary units to the nearest ¼ inch

MA 5.2.5.d Measure capacity/volume with customary units

MA 5.2.5.e Measure weight (mass) and temperature using metric units

MA 5.2.5.f Determine the area of rectangles and squares

MA 5.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 5.3.1 Relationships: Students will represent, analyze, and generalize relationships.

MA 5.3.1.a Describe, extend, apply rules, and make generalizations about numeric, and geometric patterns

MA 5.3.1.b Create and analyze numeric patterns using words, tables, and graphs

MA 5.3.1.c Communicate relationships using expressions and equations

MA 5.3.2 Modeling in Context: Students will create, use, and compare models representing mathematical situations.

MA 5.3.2.a Model situations that involve the addition, subtraction, and multiplication of positive rational numbers using words, graphs, and tables

MA 5.3.2.b Represent a variety of quantitative relationships using tables and graphs

MA 5.3.2.c Compare different models to represent mathematical situations

MA 5.3.3 Procedures: Students will apply properties of simple positive rational numbers to solve one-step equations.

MA 5.3.3.a Explain the addition property of equality (e.g., if a = b, then a + c = b + c)

MA 5.3.3.b Use symbolic representations of the associative property (e.g., (2 + 3) + 4 = 2 + (3 + n), (2 * 3) * 4 = 2 * (3 * n))

MA 5.3.3.c Evaluate numerical expressions by using parentheses with respect to order of operations
(e.g., 6 + (3 * 5))

MA 5.3.3.d Evaluate simple algebraic expressions involving addition and subtraction

MA 5.3.3.e Solve one-step addition and subtraction equations involving common positive rational numbers

MA 5.3.3.f Identify and explain the properties of equality used in solving one-step equations involving common positive rational numbers

MA 5.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 5.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.

MA 5.4.1.a Represent data using line plot

A. M & M Data Analysis and Probability
http://pinterest.com/pin/36380709461265018/

MA 5.4.1.b Represent the same set of data in different formats (e.g., table, pictographs, bar graphs, line plots)

A. M & M Data Analysis and Probability
http://pinterest.com/pin/36380709461265018/

MA 5.4.1.c Draw conclusions based on a set of data

A. M & M Data Analysis and Probability
http://pinterest.com/pin/36380709461265018/

MA 5.4.1.d Find the mean, median, mode, and range for a set of whole numbers

MA 5.4.1.e Generate questions and answers from data sets and their graphical representations

MA 5.4.2 Predictions and Inferences: Students will construct predictions based on data.

MA 5.4.2.a Make predictions based on data to answer questions from tables, bar graphs, and line plots

MA 5.4.3 Probability: Students will determine theoretical probabilities.

MA 5.4.3.a Perform and record results of probability experiments

            A. Probability Games
                http://www.wartgames.com/themes/math/probability.html
            B. M & M Data Analysis and Probability
                http://pinterest.com/pin/36380709461265018/
           C. Shake and Spill
                http://pinterest.com/pin/92605336060086520/

MA 5.4.3.b Generate a list of possible outcomes for a simple event

MA 5.4.3.c Explain that the likelihood of an event that can be represented by a number from 0 (impossible) to 1 (certain)

Nebraska Mathematics Standards

Grade 6

MA 6.1 Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 6.1.1 Number System: Students will represent and show relationships among positive rational numbers and integers.

MA 6.1.1.a Show equivalence among common fractions, decimals and percents

MA 6.1.1.b Compare and order positive and negative integers

MA 6.1.1.c Identify integers less than 0 on a number line

MA 6.1.1.d Represent large numbers using exponential notation (e.g., 1,000 = 10³)

MA 6.1.1.e Identify the prime factorization of numbers (e.g., 12 = 2 x 2 x 3 or 2² x 3)

MA 6.1.1.f Classify numbers as natural, whole, or integer

MA 6.1.2 Operations: Students will demonstrate the meaning of arithmetic operations with positive fractions and decimals.

MA 6.1.2.a Use drawings, words, and symbols to explain the meaning of addition and subtraction of fractions

MA 6.1.2.b Use drawings, words, and symbols to explain the meaning of addition and subtraction of decimals

MA 6.1.3 Computation: Students will compute fluently and accurately using appropriate strategies and tools.

MA 6.1.3.a Multiply and divide positive rational numbers

A. Multiplication Concentration
http://kidsactivitiesblog.com/7298/halloween-math-games

MA 6.1.3.b Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil, technology, divisibility rules)

MA 6.1.4 Estimation: Students will estimate and check reasonableness of answers using appropriate strategies and tools.

MA 6.1.4.a Use appropriate estimation methods to check the reasonableness of solutions for problems involving positive rational numbers

MA 6.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 6.2.1 Characteristics: Students will compare and contrast properties among two-dimensional shapes and among three-dimensional objects.

MA 6.2.1.a Justify the classification of three dimensional objects

MA 6.2.2 Coordinate Geometry: Students will label points using coordinate geometry.

MA 6.2.2.a Identify the ordered pair of a plotted point in the coordinate plane

MA 6.2.3 Transformations: Students will use and describe results of transformations on geometric shapes.

MA 6.2.3.a Perform and describe positions and orientation of shapes under single transformations (translation, rotation, reflection) not on a coordinate plane

MA 6.2.4 Spatial Modeling: Students will use visualization of geometric models to solve problems.

MA 6.2.4.a Identify two-dimensional drawings of three-dimensional objects

MA 6.2.5 Measurement: Students will apply appropriate procedures, tools, and formulas to determine measurements.

MA 6.2.5.a Estimate and measure length with customary and metric units to the nearest 1/16 inch and mm

A. Measure the Length Game
http://www.teachersnotebook.com/product/MrsLane/measure-the-length-game-great-whole-class-activity

MA 6.2.5.b Measure volume/capacity using the metric system

MA 6.2.5.c Convert length, weight (mass), and liquid capacity from one unit to another within the same system

            A. I Wish Someone Would Have Bought This
                http://pinterest.com/pin/110267890848821982/
           B. Gallon Bot
                http://www.superteacherworksheets.com/images/gallon-bot.jpg

MA 6.2.5.d Determine the perimeter of polygons

MA 6.2.5.e Determine the area of parallelograms and triangles

MA 6.2.5.f Determine the volume of rectangular prisms

MA 6.3 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 6.3.1 Relationships: Students will represent, analyze, and use relationships to make generalizations.

MA 6.3.1.a Describe and create simple algebraic expressions (e.g., one operation, one variable) from words and tables

MA 6.3.1.b Use a variable to describe a situation with an equation (e.g., one-step, one variable)

MA 6.3.1.c Identify relationships as increasing, decreasing, or constant

MA 6.3.2 Modeling in Context: Students will create, use, and interpret models of quantitative relationships.

MA 6.3.2.a Model contextualized problems using various representations (e.g., graphs, tables)

MA 6.3.2.b Represent a variety of quantitative relationships using symbols and words

MA 6.3.3 Procedures: Students will apply properties to solve equations.

MA 6.3.3.a Explain the multiplication property of equality (e.g., if a = b, then ac = bc)

MA 6.3.3.b Evaluate numerical expressions containing multiple operations with respect to order of operations (e.g., 2 + 4 x 5)

MA 6.3.3.c Evaluate simple algebraic expressions involving multiplication and division

MA 6.3.3.d Solve one-step equations involving positive rational numbers

MA 6.3.3.e Identify and explain the properties of equality used in solving one-step equations (e.g., addition, subtraction, division)

MA 6.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

MA 6.4.1 Display and Analysis: Students will organize, display, compare, and interpret data.

MA 6.4.1.a Represent data using stem and leaf plots, histograms, and frequency charts

MA 6.4.1.b Compare and interpret data sets and their graphical representations

MA 6.4.1.c Find the mean, median, mode, and range for a set of data

MA 6.4.1.d Compare the mean, median, mode, and range from two sets of data

MA 6.4.2 Predictions and Inferences: Students will construct predictions based on data.

MA 6.4.2.a Make predictions based on data and create questions to further investigate the quality of the predictions

MA 6.4.3 Probability: Students will apply basic concepts of probability.

MA 6.4.3.a Describe the theoretical probability of an event using a fraction, percentage, decimal, or ratio

            A. Shake and Spill
                 http://pinterest.com/pin/92605336060086520/
            B. Free Throws
                 http://pinterest.com/pin/141159769543008049/
            C. M & M Data Analysis and Probability
                http://pinterest.com/pin/36380709461265018/

MA 6.4.3.b Compute theoretical probabilities for independent events

MA 6.4.3.c Find experimental probability for independent events

UNO PDR

Pages

Curriculum

No comments:

Post a Comment