Units & Lessons

With my small group, I can describe the ways we are all doers of math, and compare my math story with a classmate's — one step at a time, with support.

I can describe the ways we are all doers of math, and compare my math story with a classmate's, explain how I can tell, and judge a case I have not seen before.

With my small group, I can make sense of a problem, plan a strategy, and use fractions of a whole number to compare quantities — one step at a time, with support.

I can make sense of a problem, plan a strategy, and use fractions of a whole number to compare quantities, explain how I can tell, and judge a case I have not seen before.

With my small group, I can represent a real-world situation with a tape diagram or table and use decimal operations to solve it — one step at a time, with support.

I can represent a real-world situation with a tape diagram or table and use decimal operations to solve it, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can construct an argument using equations, drawings, or words, and use volume to defend a recommendation — one step at a time, with support.

I can construct an argument using equations, drawings, or words, and use volume to defend a recommendation, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can find patterns and pattern rules, use them to make generalizations, and check my solutions with a table of values — one step at a time, with support.

I can find patterns and pattern rules, use them to make generalizations, and check my solutions with a table of values, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can describe my problem-solving process, name strategies for getting unstuck, and identify the behaviors that make our class a community of math thinkers — one step at a time, with support.

I can describe my problem-solving process, name strategies for getting unstuck, and identify the behaviors that make our class a community of math thinkers, explain how I can tell, and judge a case I have not seen before.

With my small group, I can tell the difference between a statistical question and a non-statistical question — one step at a time, with support.

I can tell the difference between a statistical question and a non-statistical question, explain how I can tell, and judge a case I have not seen before.

With my small group, I can make and read a histogram to display data in intervals — one step at a time, with support.

I can make and read a histogram to display data in intervals, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the mean, median, and mode of a data set — one step at a time, with support.

I can find the mean, median, and mode of a data set, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can make and read a box plot to summarize a data set — one step at a time, with support.

I can make and read a box plot to summarize a data set, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can describe the shape of a data distribution as symmetric, skewed, or having clusters and gaps — one step at a time, with support.

I can describe the shape of a data distribution as symmetric, skewed, or having clusters and gaps, explain how I can tell, and judge a case I have not seen before.

With my small group, I can divide multi-digit whole numbers and explain the meaning of the quotient and remainder — one step at a time, with support.

I can divide multi-digit whole numbers and explain the meaning of the quotient and remainder, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can divide with decimals by making the divisor a whole number first — one step at a time, with support.

I can divide with decimals by making the divisor a whole number first, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can determine the mean of a data set, use a target mean to find a missing value, and explain the mean as the fair share and the balance point of the data — one step at a time, with support.

I can determine the mean of a data set, use a target mean to find a missing value, and explain the mean as the fair share and the balance point of the data, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the mean absolute deviation (MAD) to describe how spread out data is — one step at a time, with support.

I can find the mean absolute deviation (MAD) to describe how spread out data is, explain how I can tell, and judge a case I have not seen before.

With my small group, I can choose the best measure of center for a data set based on its shape — one step at a time, with support.

I can choose the best measure of center for a data set based on its shape, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can add and subtract decimals by lining up the place values and the decimal points — one step at a time, with support.

I can add and subtract decimals by lining up the place values and the decimal points, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can multiply decimals and place the decimal point correctly in the product — one step at a time, with support.

I can multiply decimals and place the decimal point correctly in the product, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can write and describe a ratio that compares two quantities — one step at a time, with support.

I can write and describe a ratio that compares two quantities, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can find a unit rate to compare prices and decide the better buy — one step at a time, with support.

I can find a unit rate to compare prices and decide the better buy, explain how I can tell, and judge a case I have not seen before.

With my small group, I can use a ratio table to find equivalent ratios — one step at a time, with support.

I can use a ratio table to find equivalent ratios, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can graph the values from a ratio table as points on the coordinate plane — one step at a time, with support.

I can graph the values from a ratio table as points on the coordinate plane, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can compare ratios by finding unit rates or using equivalent ratios — one step at a time, with support.

I can compare ratios by finding unit rates or using equivalent ratios, explain how I can tell, and judge a case I have not seen before.

With my small group, I can use ratio reasoning to solve problems with proportions and scaling — one step at a time, with support.

I can use ratio reasoning to solve problems with proportions and scaling, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can solve real-world rate problems by finding and using unit rates — one step at a time, with support.

I can solve real-world rate problems by finding and using unit rates, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can solve real-world problems by using unit rates to compare options — one step at a time, with support.

I can solve real-world problems by using unit rates to compare options, explain how I can tell, and judge a case I have not seen before.

With my small group, I can find and check equivalent ratios using multiplication and division — one step at a time, with support.

I can find and check equivalent ratios using multiplication and division, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can convert measurement units using ratios and conversion factors — one step at a time, with support.

I can convert measurement units using ratios and conversion factors, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can write and interpret percents greater than 100% and less than 1% — one step at a time, with support.

I can write and interpret percents greater than 100% and less than 1%, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can write equivalent fractions, decimals, and percents for the same value — one step at a time, with support.

I can write equivalent fractions, decimals, and percents for the same value, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can estimate the percent of a number using benchmark percents, rounding, and compatible numbers — one step at a time, with support.

I can estimate the percent of a number using benchmark percents, rounding, and compatible numbers, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the percent of a number using an equation or a model — one step at a time, with support.

I can find the percent of a number using an equation or a model, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can solve problems involving discounts, markups, tax, and tips using percents — one step at a time, with support.

I can solve problems involving discounts, markups, tax, and tips using percents, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the area of a parallelogram using base × height — one step at a time, with support.

I can find the area of a parallelogram using base × height, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the area of a triangle using the formula A = ½ × base × height — one step at a time, with support.

I can find the area of a triangle using the formula A = ½ × base × height, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the area of a trapezoid using the formula A = ½(b1 + b2) × h — one step at a time, with support.

I can find the area of a trapezoid using the formula A = ½(b1 + b2) × h, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the area of a composite figure by adding or subtracting the areas of basic shapes — one step at a time, with support.

I can find the area of a composite figure by adding or subtracting the areas of basic shapes, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the volume of a rectangular prism with whole-number edges using length × width × height — one step at a time, with support.

I can find the volume of a rectangular prism with whole-number edges using length × width × height, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the surface area of a solid by using its net — one step at a time, with support.

I can find the surface area of a solid by using its net, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the surface area of rectangular and triangular prisms — one step at a time, with support.

I can find the surface area of rectangular and triangular prisms, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the surface area of a pyramid by adding the base area and the lateral faces — one step at a time, with support.

I can find the surface area of a pyramid by adding the base area and the lateral faces, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the area of a regular polygon by decomposing it into triangles — one step at a time, with support.

I can find the area of a regular polygon by decomposing it into triangles, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the volume of a rectangular prism, including ones with fractional edge lengths, using base area × height — one step at a time, with support.

I can find the volume of a rectangular prism, including ones with fractional edge lengths, using base area × height, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can use models to interpret what it means to divide by a fraction — one step at a time, with support.

I can use models to interpret what it means to divide by a fraction, explain how I can tell, and judge a case I have not seen before.

With my small group, I can divide a fraction by a fraction by multiplying by the reciprocal and simplifying — one step at a time, with support.

I can divide a fraction by a fraction by multiplying by the reciprocal and simplifying, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can write and evaluate numbers in exponent form using a base and a power — one step at a time, with support.

I can write and evaluate numbers in exponent form using a base and a power, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can evaluate algebraic expressions by substituting values for the variables — one step at a time, with support.

I can evaluate algebraic expressions by substituting values for the variables, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can write algebraic expressions from words and real-world situations — one step at a time, with support.

I can write algebraic expressions from words and real-world situations, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can show that two expressions are equivalent by simplifying and combining like terms — one step at a time, with support.

I can show that two expressions are equivalent by simplifying and combining like terms, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can find the greatest common factor (GCF) of two numbers by listing or comparing their factors — one step at a time, with support.

I can find the greatest common factor (GCF) of two numbers by listing or comparing their factors, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can use the commutative, associative, and identity properties to rewrite expressions — one step at a time, with support.

I can use the commutative, associative, and identity properties to rewrite expressions, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can divide a whole number by a fraction by multiplying by the reciprocal — one step at a time, with support.

I can divide a whole number by a fraction by multiplying by the reciprocal, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can divide mixed numbers by first changing them to improper fractions — one step at a time, with support.

I can divide mixed numbers by first changing them to improper fractions, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can solve real-world problems by writing and solving fraction division equations — one step at a time, with support.

I can solve real-world problems by writing and solving fraction division equations, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can find the least common multiple (LCM) of two numbers by listing or comparing their multiples — one step at a time, with support.

I can find the least common multiple (LCM) of two numbers by listing or comparing their multiples, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can write a number as a product of its prime factors using a factor tree — one step at a time, with support.

I can write a number as a product of its prime factors using a factor tree, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can use the distributive property to expand and factor expressions — one step at a time, with support.

I can use the distributive property to expand and factor expressions, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can simplify algebraic expressions by combining like terms — one step at a time, with support.

I can simplify algebraic expressions by combining like terms, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can use integers to represent quantities in everyday life, explain what 0 means in each situation, and name the opposite of an integer on the number line — one step at a time, with support.

I can use integers to represent quantities in everyday life, explain what 0 means in each situation, and name the opposite of an integer on the number line, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can place rational numbers, including fractions and decimals, on a number line — one step at a time, with support.

I can place rational numbers, including fractions and decimals, on a number line, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can identify integers and find their absolute value — one step at a time, with support.

I can identify integers and find their absolute value, explain how I can tell, and judge a case I have not seen before.

With my small group, I can compare and order integers using a number line — one step at a time, with support.

I can compare and order integers using a number line, explain how I can tell, and judge a case I have not seen before.

With my small group, I can plot and identify points on the coordinate plane using ordered pairs — one step at a time, with support.

I can plot and identify points on the coordinate plane using ordered pairs, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can find the distance between two points on the coordinate plane using absolute value — one step at a time, with support.

I can find the distance between two points on the coordinate plane using absolute value, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can draw polygons from their vertex coordinates on the coordinate plane, and use coordinates to find side lengths and solve perimeter and area problems — one step at a time, with support.

I can draw polygons from their vertex coordinates on the coordinate plane, and use coordinates to find side lengths and solve perimeter and area problems, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can plot ordered pairs in all four quadrants of the coordinate plane — one step at a time, with support.

I can plot ordered pairs in all four quadrants of the coordinate plane, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can reflect points across the x-axis and y-axis on the coordinate plane — one step at a time, with support.

I can reflect points across the x-axis and y-axis on the coordinate plane, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can write an equation to represent a real-world situation — one step at a time, with support.

I can write an equation to represent a real-world situation, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can solve one-step addition and subtraction equations using inverse operations — one step at a time, with support.

I can solve one-step addition and subtraction equations using inverse operations, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can solve one-step multiplication and division equations using inverse operations — one step at a time, with support.

I can solve one-step multiplication and division equations using inverse operations, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can write inequalities to represent real-world situations — one step at a time, with support.

I can write inequalities to represent real-world situations, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can graph the solutions of an inequality on a number line — one step at a time, with support.

I can graph the solutions of an inequality on a number line, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can solve an inequality and graph its solution set on a number line — one step at a time, with support.

I can solve an inequality and graph its solution set on a number line, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can model and solve real-world problems using equations and inequalities — one step at a time, with support.

I can model and solve real-world problems using equations and inequalities, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can recognize when two quantities change together, and identify which one is the independent variable and which is the dependent variable — one step at a time, with support.

I can recognize when two quantities change together, and identify which one is the independent variable and which is the dependent variable, explain how I can tell, and judge a case I have not seen before.

With my small group, I can use a table and a graph to determine and analyze the relationship between two variable quantities — one step at a time, with support.

I can use a table and a graph to determine and analyze the relationship between two variable quantities, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can write an equation from a table or a graph to model the relationship between the dependent and independent variables — one step at a time, with support.

I can write an equation from a table or a graph to model the relationship between the dependent and independent variables, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can write an equation to represent the relationship between two variable quantities and use it to solve a real problem — one step at a time, with support.

I can write an equation to represent the relationship between two variable quantities and use it to solve a real problem, explain what each part stands for, and build one for a situation I have not seen before.

With my small group, I can find applications of math outside of school — in professions like being a chef, in hobbies like gardening, and around my own house — one step at a time, with support.

I can find applications of math outside of school — in professions like being a chef, in hobbies like gardening, and around my own house, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can use bilateral symmetry to describe structure in nature and in human creations — one step at a time, with support.

I can use bilateral symmetry to describe structure in nature and in human creations, explain how I can tell, and judge a case I have not seen before.

With my small group, I can use patterns and relationships to make sense of the Tower of Hanoi puzzle and think logically about its solutions — one step at a time, with support.

I can use patterns and relationships to make sense of the Tower of Hanoi puzzle and think logically about its solutions, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can use ratios and models to explain how the Penny Farthing and gear-driven bicycles were ingenious solutions to a real problem — one step at a time, with support.

I can use ratios and models to explain how the Penny Farthing and gear-driven bicycles were ingenious solutions to a real problem, explain why the method works, and use it on a problem I have not seen before.

With my small group, I can create and describe geometric designs using repetition, patterns, and rhythm, and use a pattern unit to predict what comes next — one step at a time, with support.

I can create and describe geometric designs using repetition, patterns, and rhythm, and use a pattern unit to predict what comes next, explain how I can tell, and judge a case I have not seen before.

With my small group, I can look back at my answers from Lesson 1-1, describe how my math biography has changed this year, and recognize ways we are all doers of math — one step at a time, with support.

I can look back at my answers from Lesson 1-1, describe how my math biography has changed this year, and recognize ways we are all doers of math, explain how I can tell, and judge a case I have not seen before.