
Math
What is a Growth Mindset?
In this class, we believe:
Everyone can learn math to the highest levels.
Questions are really important.
Math is about creativity and making sense.
Math is about connections and communicating.
Math is about learning, not performing.
Depth is more important than speed.
Mistakes are valuable.
Mistakes are where the new learning goes!
Math Units Listed in Sequence:
1. Place Value, Addition, and Subtraction:
Student Goals:
 I can persevere when approaching a new task and try different strategies.
 I can explain my thinking using pictures, numbers, and words.
 I can use baseten concepts to explain the value of numbers.
 I can read, write and compare multidigit whole numbers.
 I can round multidigit whole numbers to any place and explain my reasoning.
 I can add and subtract multidigit numbers using the standard algorithm.
Vocabulary: place value
 value
 standard algorithm
 compute
 calculate
 open number line
 estimation
 equation
 whole number
 number name
 expanded form
 standard form
 round
 place value
 standard algorithm
 compute
 calculate
 open number line
Helpful Videos
Subtracting on an Open Number Line
Trades First Subtraction Algorithm
2. Patterns, Multiplication and Division
Student Goals: I attend to precision when I show my work using pictures, numbers and words.
 I know multiplication facts and related division facts 12 x 12.
 I can demonstrate an understanding of factors, multiples, primes and composites.
 I can extend and analyze number and shape patterns to solve problems.
 I can write a number sentence with a variable to represent a problem.
Vocabulary estimation
 factor
 factor pairs
 multiples
 prime
 composite
 dividend
 divisor
 quotient
 diagram
 remainder
 sequence
 area model
 equation
 open sentence
 unknown
 variable
 multiplicative comparison
 growing pattern
 table
3. Estimation and Partial Products Multiplication
Student Goals: I can use the distributive property and the baseten structure of numbers to explain and show multiplication strategies.
 I can model and explain multiplication using an open array and partial products.
 I can use multiplication and division with whole numbers to solve problems.
 I can use a number line to demonstrate my understanding of rounding whole numbers.
 I know multiplication facts and related division facts 12 x 12.
Vocabulary estimation
 factor
 factor pairs
 multiples
 partialproducts
 number names
 expanded form
 area model
 open array
 equation
 round
 place value
 relationship
 ten thousands
 millions
Helpful Videos for Multiplication Strategies4. Perimeter and Area
Student Goals:

I can apply the area and perimeter formulas for rectangles in reallife examples.

I can decompose shapes into rectangular parts to find the area of the shape.

I can attend to precision when labeling answers with the appropriate unit.

I can represent the context of an area and perimeter word problem using a variety of models (graph paper, square tiles, open array).
 I can make sense of problems and persevere when a problem has more than one solution.
Vocabulary:
 area, perimeter
 equation
 expression
 unknown
 variable
 formula
 length, width, dimensions
 array
 units, square units
 tiling
5. Division
Student Goals:
 I can explain partial quotients by reasoning about the relationship between multiplication and division.
 I can divide 4digit numbers by 1digit numbers using partial quotients.
 I can show and explain my work for solving multistep word problems.
 I can explain the meaning of remainders and reason about them in different contexts.
Vocabulary estimation
 factor
 factor pairs
 multiples
 divisor
 dividend
 quotient
 remainder
 partialquotients algorithm
 diagram
 area model
 equation
 expression
 unknown
 variable
Helpful VideosWhat to do with remainders in word problems? Ignore (Four friends are sharing 17 pencils. If they each want the same amount how many do they each get? Answer: 4)
 Round Up (I made 17 muffins. I'm putting 4 muffins in a bag. How many bags do I need to bag all the muffins? Answer: 5)
 Split in to fractions or decimal (4 friends had a lemonade stand and made $17. They are sharing the money equally. How much do they get? Answer $4.25)
Notice every problem is 17÷4 but there are three different answers. You need to choose what makes sense.
6. Context Unit: Fractions
Student Goals: I can show and explain my thinking about fractions with visual models, numbers, and words.
 I can decompose a fraction into a sum of fractions with the same denominator in more than one way (3/8 = 1/8 + 2/8 = 1/8 + 1/8 + 1/8).
 I can use different strategies to solve the same problem.
 I can listen to and interpret the strategies of others and make connections.
 I can solve real world story problems involving fraction by using a variety of strategies.
Vocabulary estimation
 distribution
 division
 diagram
 model
 equation
 equivalent fractions
 mixed number
 improper fraction
 ratio table
 whole
 unit fraction
 fraction model
7. Operations with Fractions
Student Goals: I can show and explain why fractions are equivalent by using a visual fraction models.
 I can attend to precision when I compare and order fractions by using benchmark fractions and common denominators.
 I can add and subtract fractions and mixed numbers with like denominators using different models.
 I can multiply a fraction by a whole number by using a visual fraction model and then record the equation.
 I can create a line plot to display a data set involving fractions of a measurement unit.
 I can use a line plot to solve fraction word problems involving addition and subtraction.
Vocabulary estimation
 equation
 equivalent
 equivalent fractions
 mixed number
 improper fraction
 denominator
 numerator
 pattern block model
 bar model
 array model
 number line
 diagram
 represent
8. Fractions and Decimals
Student Goals: I can show and explain why fractions are equivalent by using visual fraction models.
 I can read and write multidigit whole numbers and decimals.
 I can represent decimals using expanded form, base ten blocks, the number line and other visuals
 I can compare numbers to the hundredths by reasoning about their size (>, <, =)
 I can use decimal notation for fractions with denominators of 10 or 100.
 I can add fractions with denominators of 10 and 100 by reasoning about fraction equivalence.
 I can compare fractions and decimals using place value and models (baseten blocks and grids).
Vocabulary multiples
 area model
 fraction model
 visual model
 diagram
 equation
 whole
 equivalent fractions
 mixed number
 improper fractions
 decimal
 tenths
 hundredths
 whole number
 unit fraction
 compare (<, >, =)
9. Measurement Conversions
10. Naming and Constructing Geometric Figures
11. Symmetry
National Common Core Standards Link for Mathematics