Based upon the performance information on our students, two areas have been identified for unit development along a vertical continuum: fractions and fluency. Teachers at each grade level will develop a common unit for each of those areas. The result will be one set of units, K-6, aligned with the common core, around fractions. This unit will have a discrete timeline determined by the grade level team, i.e., 3 days, 2 weeks.... There will be a second set of units, K-6, aligned with the common core, arouond fluency. This unit will not have a discrete timeline; rather, it will have some timeframes based upon frequency and intensity.
To support student learning relative to the impending shifts of the common core, teacher teams should work on the fluency unit first, with a target date for completion of March 31, 2012. This will allow at least partial implementation of the unit and reflection before the end of the school year.
The second set of units, around fractions, will begin following the completion of the development of the first unit, with a target date for completion of May 31, 2012.
Fluency Units Identified for Development by Grade Level:
Kindergarten: K.O.A. Operations and algebraic thinking. (page 11 of the common core packet)
Understand addition as putting together and adding to... (addition piece only for this unit)
Indicators 1-5 as they relate to addition within 5.
1st: 1.O.A. Operations and algebraic thinking (page 15 of the common core packet)
Add and subtract within 20 with fluency within 10 (addition piece only for this unit)
Indicator 6 as it relates to addition.
2nd: 2.O.A. Operations and algebraic thinking (page 19 of the common core packet)
Add and subract within 20 (addition piece only for this unit
Indicator 2 as it relates to addition.
3rd: 3.O.A. Operations and algebraic thinking (page 23 of the common core packet)
Multiply and divide within 100 (multiplication only for this unit)
Indicator 7 as it relates to multiplication.
4th: 4.N.T. Number and Operations in Base Ten (page 29 of the common core packet)
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Indicators 4 and 5 as they relate to multiplication.
5th: 5.N.T. Number and Operations in Base Ten (page 35 of the common core packet)
Perform operations with multi-digit whole numbers and with decimals to hundredths
Indicator 5 as it relates to multiplication.
6th: .N.S. The Number System (page 42 of the common core packet)
Compute fluently with multi-digit numbers and find common factors and multiples.
Indicators 2 and 3.
Fraction Units Identified for Development by Grade Level:
1st: 1.G. Geometry (page 16)
Reason with shapes and their attributes.
Indicator 3.
2nd: 2.G. Geometry (page 20)
Reason with shapes and their attributes.
Indicator 3.
3rd: 3.N.F. Number and Operations - Fractions (page 24)
Develop understanding of fractions as numbers.
Indicator 1.
4th: 4 N.F. Number and Operations - Fractions (page 30)
Extend understanding of fraction equivalence and ordering.
Indicators 1 and 2.
5th: 5.N.F. Number and Operations - Fractions (page 36)
Use equivalent fractions as a strategy to add and subtract fractions.
Indicator 1 for addition and subtraction.
6th: 6.N.S. The Number System (page 42)
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Indicator 1.
Based upon the performance information on our students, two areas have been identified for unit development along a vertical continuum: fractions and fluency. Teachers at each grade level will develop a common unit for each of those areas. The result will be one set of units, K-6, aligned with the common core, around fractions. This unit will have a discrete timeline determined by the grade level team, i.e., 3 days, 2 weeks.... There will be a second set of units, K-6, aligned with the common core, arouond fluency. This unit will not have a discrete timeline; rather, it will have some timeframes based upon frequency and intensity.
To support student learning relative to the impending shifts of the common core, teacher teams should work on the fluency unit first, with a target date for completion of March 31, 2012. This will allow at least partial implementation of the unit and reflection before the end of the school year.
The second set of units, around fractions, will begin following the completion of the development of the first unit, with a target date for completion of May 31, 2012.
Fluency Units Identified for Development by Grade Level:
Kindergarten: K.O.A. Operations and algebraic thinking. (page 11 of the common core packet)
Understand addition as putting together and adding to... (addition piece only for this unit)
Indicators 1-5 as they relate to addition within 5.
1st: 1.O.A. Operations and algebraic thinking (page 15 of the common core packet)
Add and subtract within 20 with fluency within 10 (addition piece only for this unit)
Indicator 6 as it relates to addition.
2nd: 2.O.A. Operations and algebraic thinking (page 19 of the common core packet)
Add and subract within 20 (addition piece only for this unit
Indicator 2 as it relates to addition.
3rd: 3.O.A. Operations and algebraic thinking (page 23 of the common core packet)
Multiply and divide within 100 (multiplication only for this unit)
Indicator 7 as it relates to multiplication.
4th: 4.N.T. Number and Operations in Base Ten (page 29 of the common core packet)
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Indicators 4 and 5 as they relate to multiplication.
5th: 5.N.T. Number and Operations in Base Ten (page 35 of the common core packet)
Perform operations with multi-digit whole numbers and with decimals to hundredths
Indicator 5 as it relates to multiplication.
6th: .N.S. The Number System (page 42 of the common core packet)
Compute fluently with multi-digit numbers and find common factors and multiples.
Indicators 2 and 3.
Fraction Units Identified for Development by Grade Level:
K: K.G. Geometry (page 12)
Analyze, compare, create, and compose shapes.
Indicator 6.
1st: 1.G. Geometry (page 16)
Reason with shapes and their attributes.
Indicator 3.
2nd: 2.G. Geometry (page 20)
Reason with shapes and their attributes.
Indicator 3.
3rd: 3.N.F. Number and Operations - Fractions (page 24)
Develop understanding of fractions as numbers.
Indicator 1.
4th: 4 N.F. Number and Operations - Fractions (page 30)
Extend understanding of fraction equivalence and ordering.
Indicators 1 and 2.
5th: 5.N.F. Number and Operations - Fractions (page 36)
Use equivalent fractions as a strategy to add and subtract fractions.
Indicator 1 for addition and subtraction.
6th: 6.N.S. The Number System (page 42)
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Indicator 1.