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Beacon Learning Center: Fraction Popsicle Pop-ups
can be the one with the highest number at the end of ten drops. Assessments Assessments can be done from any or all of the following: Walk around the classroom, observing each student as they work. Elicit discussions with the groups on...
Fractions in the Kitchen
Fractions in the Kitchen Subject Area: Math Grade Level(s): 7 Duration of Activity: 2 Days Description of Activity: Following the study of the addition, subtraction, multiplication, and division of fractions, the students...
Microsoft Word - mathnatperfin011604.docmathnatperfin011604.pdf
alternatives. 2. Information about goods and services comes from many sources. 3. Every spending decision has an opportunity cost. 4. People pay for goods and services in different ways. 5. Credit is a basic financial tool. 6. Borrowing money to buy something usually costs more than paying ...
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alternatives. 2. Information about goods and services comes from many sources. 3. Every spending decision has an opportunity cost. 4. People pay for goods and services in different ways. 5. Credit is a basic financial tool. 6. Borrowing money to buy something usually costs more than paying cash because there is a fee for credit. 7. Responsible borrowers repay as promised, showing that they are worthy of getting credit in the future. Fourth Grade Application Examples Students could use this knowledge to: 1
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=2
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
alternatives. 2. Information about goods and services comes from many sources. 3. Every spending decision has an opportunity cost. 4. People pay <span class="highlight">for</span> goods and services in different ways. 5. Credit is a basic financial tool. 6. Borrowing money to buy something usually costs more than paying <span class="highlight">cash</span> because there is a fee <span class="highlight">for</span> credit. 7. Responsible borrowers repay as promised, showing that they are worthy <span class="highlight">of</span> getting credit in <span class="highlight">the</span> future. Fourth Grade Application Examples Students could <span class="highlight">use</span> this knowledge to: 1
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http://www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=WJJzUaKBxqI%3d&tabid=141&mid=8017&...
National Standards in Personal Finance © 2002 by JumpStart Coalition <span class="highlight">for</span> Personal Financial Literacy Page 5 <span class="highlight">of</span> 18 1/16/04 Eighth Grade Application Examples Students could <span class="highlight">use</span> this knowledge to: 1. Describe <span class="highlight">the</span> advantages and disadvantages <span class="highlight">of</span> spending now rather than saving <span class="highlight">for</span> a future goal. 2. Give examples <span class="highlight">of</span> how saving money can improve financial well-being. 3. Demonstrate skill in basic financial tasks such as paying bills <span class="highlight">on</span> time, balancing a checkbook, keeping financial records, and
 GRADE 4
Students develop a sense of what numbers are, i.e., to use numbers and number relationships to acquire basic facts, to solve a wide variety of real-world problems, and to estimate to determine the reasonableness of results. Concept 1: Number Sense Understand and...
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Students develop a sense of what numbers are, i.e., to use numbers and number relationships to acquire basic facts, to solve a wide variety of real-world problems, and to estimate to determine the reasonableness of results. Concept 1: Number Sense Understand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems. In Grade 4, students build on their prior knowledge of whole numbers, fractions, and decimals, making connections with percents. They
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=1
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Students develop a sense <span class="highlight">of</span> what numbers are, i.e., to <span class="highlight">use</span> numbers and number relationships to acquire basic facts, to solve a wide variety <span class="highlight">of</span> real-world problems, and to estimate to determine <span class="highlight">the</span> reasonableness <span class="highlight">of</span> results. Concept 1: Number Sense Understand and apply numbers, ways <span class="highlight">of</span> representing numbers, and <span class="highlight">the</span> relationships among numbers and different number systems. In Grade 4, students build <span class="highlight">on</span> their prior knowledge <span class="highlight">of</span> whole numbers, <span class="highlight">fractions</span>, and decimals, making connections with percents. They
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=3
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Process Integration Explanations and Examples Students are expected to: PO 3. Express <span class="highlight">fractions</span> as fair sharing, parts <span class="highlight">of</span> a whole, parts <span class="highlight">of</span> a set, and locations <span class="highlight">on</span> a real number line. Connections: M04-S1C1-01, M04-S1C1- 05 M04-S5C2-05. Represent a problem situation using any combination <span class="highlight">of</span> words, numbers, pictures, physical objects, or symbols. Fair sharing - Pictures work better <span class="highlight">for</span> representing fair sharing problems since students often need to represent fractional parts. Examples
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=5
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
expected to: PO 1. Add and subtract decimals through hundredths including money to $1000.00 and <span class="highlight">fractions</span> with like denominators. Connections: M04-S1C1-01, M04-S1C2- 06, M04-S1C3-02, M04-S5C1-01, SS04- S5C1-01 M04-S5C2-04. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies <span class="highlight">for</span> solving <span class="highlight">the</span> problem. M04-S5C2-05. Represent a problem situation using any combination <span class="highlight">of</span> words, numbers, pictures, physical objects, or symbols. M04
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade4.pdf#page=9
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Operations Concept 3: Estimation <span class="highlight">Use</span> estimation strategies reasonably and fluently while integrating content from each <span class="highlight">of</span> <span class="highlight">the</span> other strands. In Grade 4, students apply benchmarks in estimation <span class="highlight">of</span> whole numbers, decimals, and <span class="highlight">fractions</span>. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. <span class="highlight">Use</span> benchmarks as meaningful points <span class="highlight">of</span> comparison <span class="highlight">for</span> whole numbers, decimals, and <span class="highlight">fractions</span>. Connections: M04-S1C1-01, M04-S1C1- 04, M04-S1C3-02, M04-S2C2-01
GRADE 3
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department of Education: Standards and Assessment Division 5 Approv...
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Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department of Education: Standards and Assessment Division 5 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 6. Compare and order benchmark fractions. Connections: M03-S1C1-05, M03
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=1
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level he bulleted items within a performance objective indicate <span class="highlight">the</span> specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 1 Approved 6.24.08 T GRADE 3 Every student should understand and <span class="highlight">use</span> all concepts and skills from <span class="highlight">the</span> previous grade levels. <span class="highlight">The</span> standard is designed so that new learning builds <span class="highlight">on</span> preceding skills
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=5
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level <span class="highlight">The</span> bulleted items within a performance objective indicate <span class="highlight">the</span> specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 3 Arizona Department <span class="highlight">of</span> Education: Standards and Assessment Division 5 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 6. Compare and order benchmark <span class="highlight">fractions</span>. Connections: M03-S1C1-05, M03
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade3.pdf#page=13
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Select and <span class="highlight">use</span> one or more strategies to efficiently solve <span class="highlight">the</span> problem and justify <span class="highlight">the</span> selection. M03-S5C2-04. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies <span class="highlight">for</span> solving <span class="highlight">the</span> problem. Students estimate using all four operations with whole numbers. Students will also <span class="highlight">use</span> estimation to compare <span class="highlight">fractions</span> using benchmark <span class="highlight">fractions</span>. Estimation strategies <span class="highlight">for</span> comparing <span class="highlight">fractions</span> extend from students’ work with whole numbers
GRADE 5
the question. Students use models, pictures, symbols and spoken and written words. Benchmark fractions include common fractions between 0 and 1 such as halves, thirds, fourths, fifths, sixths, eighths, and tenths. Continued on next page...
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the question. Students use models, pictures, symbols and spoken and written words. Benchmark fractions include common fractions between 0 and 1 such as halves, thirds, fourths, fifths, sixths, eighths, and tenths. Continued on next page
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=1
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
<span class="highlight">the</span> question. Students <span class="highlight">use</span> models, pictures, symbols and spoken and written words. Benchmark <span class="highlight">fractions</span> include common <span class="highlight">fractions</span> between 0 and 1 such as halves, thirds, fourths, fifths, sixths, eighths, and tenths. <span class="highlight">Continued</span> <span class="highlight">on</span> next page
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=3
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers <span class="highlight">the</span> question. A ratio is a comparison <span class="highlight">of</span> two quantities which can be written as a to b, b a , or a:b. A rate is a ratio that compares different types <span class="highlight">of</span> measures. A unit rate compares a quantity in terms <span class="highlight">of</span> one unit <span class="highlight">of</span> another quantity. Students need many opportunities to <span class="highlight">use</span> models to demonstrate <span class="highlight">the</span> relationships between quantities before they are expected to work with rates numerically. <span class="highlight">Continued</span> <span class="highlight">on</span>
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=7
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
students <span class="highlight">use</span> estimation skills to verify <span class="highlight">the</span> reasonableness <span class="highlight">of</span> their solutions. They make reasonable estimates with whole numbers <span class="highlight">for</span> sums, differences, products and quotients. They also make reasonable estimates <span class="highlight">for</span> sums and differences <span class="highlight">of</span> <span class="highlight">fractions</span> and decimals. Performance Objectives Process Integration Explanations and Examples Students are expected to: PO 1. Make estimates appropriate to a given situation or computation with whole numbers, <span class="highlight">fractions</span>, and decimals Connections: M05-S1C1
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=27
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
strategies, draw logical conclusions, develop and describe solutions, and recognize their applications. Concept 1: Algorithms and Algorithmic Thinking <span class="highlight">Use</span> reasoning to solve mathematical problems. In Grade 5, students extend their work analyzing common algorithms <span class="highlight">for</span> calculation with <span class="highlight">fractions</span> and decimals, explaining why <span class="highlight">the</span> procedures work <span class="highlight">on</span> <span class="highlight">the</span> basis <span class="highlight">of</span> properties <span class="highlight">of</span> operations and place value. They also <span class="highlight">use</span> their understanding <span class="highlight">of</span> geometric properties to develop algorithms <span class="highlight">for</span> calculating area and
GRADE 7
the reasonableness of the solution. In addition to general translations among these representations, students are expected to demonstrate quick recall of equivalent forms of common fractions, decimals, ratios, and percents. They are also expected to translat...
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the reasonableness of the solution. In addition to general translations among these representations, students are expected to demonstrate quick recall of equivalent forms of common fractions, decimals, ratios, and percents. They are also expected to translate between negative fractions and decimals. Continued on next page
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade7.pdf#page=1
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
<span class="highlight">the</span> reasonableness <span class="highlight">of</span> <span class="highlight">the</span> solution. In addition to general translations among these representations, students are expected to demonstrate quick recall <span class="highlight">of</span> equivalent forms <span class="highlight">of</span> common <span class="highlight">fractions</span>, decimals, ratios, and percents. They are also expected to translate between negative <span class="highlight">fractions</span> and decimals. <span class="highlight">Continued</span> <span class="highlight">on</span> next page
GRADE 6
the reasonableness of the solution. Students need many opportunities to use multiple representations in meaningful contexts. Continued on next page...
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the reasonableness of the solution. Students need many opportunities to use multiple representations in meaningful contexts. Continued on next page
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade6.pdf#page=1
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
<span class="highlight">the</span> reasonableness <span class="highlight">of</span> <span class="highlight">the</span> solution. Students need many opportunities to <span class="highlight">use</span> multiple representations in meaningful contexts. <span class="highlight">Continued</span> <span class="highlight">on</span> next page
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade6.pdf#page=2
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
∗ 3 = 12) • What is <span class="highlight">the</span> least common multiple (LCM) <span class="highlight">of</span> 24 and 36? How can you <span class="highlight">use</span> <span class="highlight">the</span> prime factorizations to find <span class="highlight">the</span> LCM? (solution: 2 3 ∗ 3 2 = 72) PO 3. Demonstrate an understanding <span class="highlight">of</span> <span class="highlight">fractions</span> as rates, division <span class="highlight">of</span> whole numbers, parts <span class="highlight">of</span> a whole, parts <span class="highlight">of</span> a set, and locations <span class="highlight">on</span> a real number line. Connections: M06-S1C1-01, M06-S1C1- 04, M06-S4C4-02, M06-S4C4-03 M06-S5C2-05. Represent a problem situation using multiple representations, describe <span class="highlight">the</span> process used to solve <span class="highlight">the</span> problem
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Grade 5 Grade 6 Grade 7 Grade 8 Rational Numbers NO.1.5.5 Use models of benchmark fractions and their equivalent forms: • to analyze the size of fractions • to determine that...
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STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Grade 5 Grade 6 Grade 7 Grade 8 Rational Numbers NO.1.5.5 Use models of benchmark fractions and their equivalent forms: • to analyze the size of fractions • to determine that simplification does not change the value of the fraction • to convert between mixed numbers and improper fractions NO.1.5.6 Use models to differentiate between perfect squares up to 100 and other numbers NO.1.6.4 Convert
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=7
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=7
EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Rational Numbers NO.1.K.10 Consecutively order sets <span class="highlight">of</span> physical objects from 1 to 10 NO.1.K.11 <span class="highlight">Use</span> physical models and drawings to represent commonly used <span class="highlight">fractions</span> such as halves, thirds and fourths in relation to <span class="highlight">the</span> whole NO.1.1.11 Communicate <span class="highlight">the</span> relative position <span class="highlight">of</span> any number less than 20 (18 is less than 20 and greater
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=45
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=45
STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES Grade 5 Grade 6 Grade 7 Grade 8 Rational Numbers NO.1.5.5 <span class="highlight">Use</span> models <span class="highlight">of</span> benchmark <span class="highlight">fractions</span> and their equivalent forms: • to analyze <span class="highlight">the</span> size <span class="highlight">of</span> <span class="highlight">fractions</span> • to determine that simplification does not change <span class="highlight">the</span> value <span class="highlight">of</span> <span class="highlight">the</span> fraction • to convert between mixed numbers and improper <span class="highlight">fractions</span> NO.1.5.6 <span class="highlight">Use</span> models to differentiate between perfect squares up to 100 and other numbers NO.1.6.4 Convert
Microsoft Word - Full_Social Studies.rtf
different ways people pay for goods and services (cash, check, credit, debit). Second Grade Economics Performance Descriptors Advanced Second grade students performing at the advanced level: • categorize human and natural resources; • design a budget. Proficient Seco...
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different ways people pay for goods and services (cash, check, credit, debit). Second Grade Economics Performance Descriptors Advanced Second grade students performing at the advanced level: • categorize human and natural resources; • design a budget. Proficient Second grade students performing at the proficient level: • identify the differences between human resources and natural resources; • explain the importance of making informed decisions about spending, borrowing, and saving. Basic
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=29
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=29
different ways people pay <span class="highlight">for</span> goods and services (<span class="highlight">cash</span>, check, credit, debit). Second Grade Economics Performance Descriptors Advanced Second grade students performing at <span class="highlight">the</span> advanced level: • categorize human and natural resources; • design a budget. Proficient Second grade students performing at <span class="highlight">the</span> proficient level: • identify <span class="highlight">the</span> differences between human resources and natural resources; • explain <span class="highlight">the</span> importance <span class="highlight">of</span> making informed decisions about spending, borrowing, and saving. Basic
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