Organization: Pearson Education
Product Name: Investigations 3 Common Core Grade 5
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-11f53d30-e4ba-37be-b819-c5769813644d
Timestamp:  Wednesday, February 6, 2019 10:20 AM EST
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. - 1DB21288-7053-11DF-8EBF-BE719DFF4B22
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. - 1DA19174-7053-11DF-8EBF-BE719DFF4B22
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. - 1DA8E6C2-7053-11DF-8EBF-BE719DFF4B22
Classify two-dimensional figures in a hierarchy based on properties. - 1E0D090E-7053-11DF-8EBF-BE719DFF4B22
Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. - 1DF5B920-7053-11DF-8EBF-BE719DFF4B22
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. - 1DFD3DDA-7053-11DF-8EBF-BE719DFF4B22
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - 1DC0E6DC-7053-11DF-8EBF-BE719DFF4B22
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. - 1DFA6114-7053-11DF-8EBF-BE719DFF4B22
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. - 1DEA1322-7053-11DF-8EBF-BE719DFF4B22
Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. - 1DB89338-7053-11DF-8EBF-BE719DFF4B22
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. - 1E05F22C-7053-11DF-8EBF-BE719DFF4B22
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. - 1DFB949E-7053-11DF-8EBF-BE719DFF4B22
Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. - 1DD8D468-7053-11DF-8EBF-BE719DFF4B22
Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a) /(n x b) to the effect of multiplying a/b by 1. - 1DD9F0F0-7053-11DF-8EBF-BE719DFF4B22
Fluently multiply multi-digit whole numbers using the standard algorithm. - 1DBF3422-7053-11DF-8EBF-BE719DFF4B22
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) - 1DC7693A-7053-11DF-8EBF-BE719DFF4B22
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. - 1E096CC2-7053-11DF-8EBF-BE719DFF4B22
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. - 1DC286F4-7053-11DF-8EBF-BE719DFF4B22
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? - 1DE4813C-7053-11DF-8EBF-BE719DFF4B22
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . - 1DCAB7DE-7053-11DF-8EBF-BE719DFF4B22
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) - 1DD3A600-7053-11DF-8EBF-BE719DFF4B22
Use place value understanding to round decimals to any place. - 1DBAA114-7053-11DF-8EBF-BE719DFF4B22
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. - 1DF7BF18-7053-11DF-8EBF-BE719DFF4B22
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. - 1DDEC3E6-7053-11DF-8EBF-BE719DFF4B22
Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). - 1DB65B40-7053-11DF-8EBF-BE719DFF4B22
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. - 1DD6625A-7053-11DF-8EBF-BE719DFF4B22
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). - 1E03D00A-7053-11DF-8EBF-BE719DFF4B22
Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. - 1DECFD94-7053-11DF-8EBF-BE719DFF4B22
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. - 1DB01910-7053-11DF-8EBF-BE719DFF4B22
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. - 1DE199F4-7053-11DF-8EBF-BE719DFF4B22
Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. - 1DF382F4-7053-11DF-8EBF-BE719DFF4B22
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. - 1DDB862C-7053-11DF-8EBF-BE719DFF4B22
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? - 1DD01CA6-7053-11DF-8EBF-BE719DFF4B22
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. - 1DA33B6E-7053-11DF-8EBF-BE719DFF4B22


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Title: Investigations 3 Common Core Grade 5 2017


         Tools Container

            Math Tools

            Grade 5 Game Center

            Math Words and Ideas

            Grade 5: Accessible Student Activity Book

         Unit 1 - Puzzles, Clusters, and Towers

            Inv.1 - Properties of Numbers

               S1.1 - Building and Using Arrays

                  Activity (3)

                     U1 S1.1 - Number Puzzles: 1 Clue
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U1 S1.1 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S1.1 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S1.1 - Family Letter

                     Factors

                     Multiples

                     Multiplication and Division
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Arrays and Unmarked Arrays
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S1.2 - Identifying Properties of Numbers

                  Activity

                     U1 S1.2 - Number Puzzles: 2 Clues
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U1 S1.2 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S1.3 - What Numbers Have Which Properties?

                  Activity (2)

                     U1 S1.3 - Number Puzzles Recording Sheet
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U1 S1.3 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S1.3 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S1.3 - Family Letter: Homework

                     U1 S1.3 - Family Letter: Practicing Multiplication Facts

                     Learning Multiplication Facts

               S1.4 - Order of Operations

                  Math Workshop

                     Revisit U1 S1.3 - Number Puzzles Recording Sheet
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S1.4 - Order of Operations
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U1 S1.4 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S1.4 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S1.4 - Family Letter

                     Order of Operations
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

               S1.5 - Number Puzzles and Order of Operations

                  Math Workshop

                     Revisit U1 S1.3 - Number Puzzles Recording Sheet
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Revisit U1 S1.4 - Order of Operations
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Assessment Activity

                     U1 S1.5 - Assessment: Quiz 1
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

                  Session Follow-Up

                     U1 S1.5 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S1.5 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

            Inv. 2 - Multiplication Strategies

               S2.1 - Naming Multiplication Strategies

                  Session Follow-Up

                     U1 S2.1 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S2.1 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Multiplication Strategies
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S2.2 - Using Arrays to Represent Multiplication

                  Activity

                     U1 S2.2 - Solving Multiplication Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U1 S2.2 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S2.2 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S2.3 - Which Product Is Greater?

                  Session Follow-Up

                     U1 S2.3 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S2.3 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S2.4 - Multiplication Cluster Problems

                  Math Workshop

                     U1 S2.4 - Multiplication Cluster Problems
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Game: Multiplication Compare
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S2.4 - Problems Involving Teams
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U1 S2.4 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S2.4 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Multiplication and Division Cluster Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.5 - Multiplication Cluster Problems, continued

                  Math Workshop

                     U1 S2.5 - More Multiplication Cluster Problems
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Revisit U1 S2.4 - Problems Involving Teams
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Game: Multiplication Compare
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Assessment Activity

                     U1 S2.5 - Assessment: Quiz 2
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                  Session Follow-Up

                     U1 S2.5 - Daily Practice
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     Multiplication and Division Cluster Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.6 - How Do I Start?

                  Activity

                     U1 S2.6 - Starter Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U1 S2.6 - Daily Practice
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     U1 S2.6 - Homework
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     Equivalent Expressions in Multiplication
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S2.7 - Examining Multiplication Strategies

                  Assessment Activity

                     U1 S2.7 - Assessment: What Is the Answer?
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Math Workshop

                     Revisit U1 S2.6 - Starter Problems
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S2.7 - More Starter Problems
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Game: Multiplication Compare
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U1 S2.7 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U1 S2.7 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

            Inv. 3 - Division Strategies

               S3.1 - Solving a Division Problem

                  Session Follow-Up

                     U1 S3.1 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U1 S3.1 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Mathematical Symbols and Notation

                     Remainders: Answering the Question Asked

               S3.2 - Multiple Towers

                  Activity

                     U1 S3.2 - Problems about Multiples of 21
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U1 S3.2 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U1 S3.2 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Multiple Towers
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S3.3 - Solving More Division Problems

                  Activity

                     U1 S3.3 - Division Problems
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U1 S3.3 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Division Strategies: 2-Digit Divisors
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S3.4 - Multiplication and Division Relationships on the Multiple Tower

                  Activity

                     U1 S3.4 - Numbers Off the Tower
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Assessment Activity

                     U1 S3.4 - Assessment: Quiz 3
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U1 S3.4 - Daily Practice
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     U1 S3.4 - Homework
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

               S3.5 - Division Cluster Problems

                  Activity

                     U1 S3.5 - Division Cluster Problems
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U1 S3.5 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U1 S3.5 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S3.6 - Practicing Division

                  Math Workshop

                     Revisit U1 S3.5 - Division Cluster Problems
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U1 S3.6 - Problems about Division Compare
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U1 S3.6 - Solving Division Problems
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Game: Division Compare
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U1 S3.6 - Daily Practice
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     U1 S3.6 - Homework
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

               S3.7 - Practicing Division, continued

                  Math Workshop

                     Revisit U1 S3.5 - Division Cluster Problems
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U1 S3.6 - Problems about Division Compare
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U1 S3.6 - Solving Division Problems
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Game: Division Compare
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Assessment Activity

                     U1 S3.7 - Assessment: Solving Multiplication and Division Problems
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U1 S3.7 - Daily Practice
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

         Unit 2 - Prisms and Solids

            Inv.1 - Finding the Volume of Solids

               S1.1 - How Many Cubes?

                  Activity (3)

                     U2 S1.1 - How Many Cubes?
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

                     U2 S1.1 - A Strategy for Finding Volume
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

                  Session Follow-Up

                     U2 S1.1 - Daily Practice
                       Curriculum Standards: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

                     U2 S1.1 - Homework
                       Curriculum Standards: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

                     U2 S1.1 - Family Letter

                     Volume of Rectangular Prisms
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

                     Rectangular Prisms
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 

               S1.2 - Strategies for Finding Volume

                  Activity

                     U2 S1.2 - Volume of Boxes
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. 

                  Session Follow-Up

                     U2 S1.2 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U2 S1.2 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U2 S1.2 - Family Letter

                     Volume Formulas
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

               S1.3 - Doubling the Number of Cubes

                  Activity

                     U2 S1.3 - Doubling the Number of Cubes
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. 

                  Session Follow-Up

                     U2 S1.3 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U2 S1.3 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Changing the Dimensions and Changing the Volume
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                     Rectangular Prisms
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 

               S1.4 - How Many Packages?

                  Activity (2)

                     U2 S1.4 - How Many Packages in Box 1?
                       Curriculum Standards: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                  Session Follow-Up

                     U2 S1.4 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U2 S1.4 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S1.5 - Finding the Volume of Rectangular Prisms

                  Math Workshop

                     U2 S1.5 - Volume of Rectangular Prisms
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. 

                     Revisit U2 S1.4 - How Many Packages in Box 1?
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. 

                     U2 S1.5 - Doubling and Halving
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. 

                  Assessment Activity

                     U2 S1.5 - Assessment: Quiz 1
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. 

                  Session Follow-Up

                     U2 S1.5 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Volume Formulas
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                     Standard Cubic Units
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

               S1.6 - Combining Volumes

                  Activity

                     U2 S1.6 - Volume of Solids
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                  Math Workshop

                     U2 S1.6 - Volume of Solids

                     U2 S1.6 - How Many Packages in Box 2?
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                     Revisit U2 S1.4 - How Many Packages in Box 1?
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                     U2 S1.6 - Finding Volume
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                  Session Follow-Up

                     U2 S1.6 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U2 S1.6 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Finding the Volume of Solids
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

               S1.7 - Finding Volume and Designing Boxes

                  Math Workshop

                     Revisit U2 S1.6 - Volume of Solids
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                     Revisit U2 S1.6 - Finding Volume
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                  Activity

                     U2 S1.7 - Design a Box
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                  Session Follow-Up

                     U2 S1.7 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U2 S1.7 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S1.8 - Designing Boxes, continued

                  Assessment Activity

                     U2 S1.8 - Assessment: Finding the Volume of a Solid
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                  Activity

                     Revisit U2 S1.7 - Design a Box
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                  Session Follow-Up

                     U2 S1.8 - Daily Practice
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                     U2 S1.8 - Homework
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

            Inv. 2 - Using Standard Cubic Units

               S2.1 - Finding Volume in Cubic Centimeters

                  Session Follow-Up

                     U2 S2.1 - Daily Practice
                       Curriculum Standards: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

                     U2 S2.1 - Homework
                       Curriculum Standards: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

                     Standard Cubic Units
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

               S2.2 - Building Models of Volume Units

                  Session Follow-Up

                     U2 S2.2 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Standard Cubic Units
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 

               S2.3 - The Space Inside Our Classroom

                  Session Follow-Up

                     U2 S2.3 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U2 S2.3 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Length Measurement Tools

                     Measuring Accurately

               S2.4 - Measuring Volume in Cubic Centimeters

                  Assessment Activity

                     U2 S2.4 - Assessment: Measuring Volume in Cubic Units
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

                  Activity

                     U2 S2.4 - Boxes for Centimeter Cubes
                       Curriculum Standards: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure that can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. 

                  Session Follow-Up

                     U2 S2.4 - Daily Practice
                       Curriculum Standards: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 

         Unit 3 - Rectangles, Clocks, and Tracks

            Inv.1 - Comparing and Ordering Fractions

               S1.1 - What Do You Already Know About Fractions?

                  Activity

                     U3 S1.1 - What Do You Already Know?
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S1.1 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U3 S1.1 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U3 S1.1 - Family Letter

                     Fractions and Decimals
                       Curriculum Standards: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 

                     What is a Fraction?

               S1.2 - Equivalent Fractions

                  Activity (1)

                     U3 S1.2 - Representing Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Activity (3)

                     U3 S1.2 - Equivalent Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U3 S1.2 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U3 S1.2 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U3 S1.2 - Family Letter

                     Fraction Equivalencies

                     Naming Fractions

               S1.3 - Putting Fractions in Order

                  Math Workshop

                     Revisit U3 S1.2 - Representing Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Revisit U3 S1.2 - Equivalent Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U3 S1.3 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Comparing and Ordering Fractions

                     Fraction Equivalencies

               S1.4 - Comparing Fractions

                  Activity (2)

                     U3 S1.4 - Which Is Greater
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S1.4 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     U3 S1.4 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Comparing and Ordering Fractions

               S1.5 - Comparing and Ordering Fractions

                  Math Workshop

                     Revisit U3 S1.4 - Which Is Greater
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U3 S1.5 - Fraction Problems
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Game: In Between
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S1.5 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     U3 S1.5 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Comparing and Ordering Fractions

               S1.6 - Fraction Problems

                  Math Workshop

                     Revisit U3 S1.5 - Fraction Problems
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Game: In Between
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U3 S1.6 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     U3 S1.6 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Comparing and Ordering Fractions

            Inv. 2 - Adding and Subtracting Fractions

               S2.1 - Fractions on Clocks

                  Activity (2)

                     U3 S2.1 - Clock Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Activity (3)

                     U3 S2.1 - Clock Fractions Addition Problems
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U3 S2.1 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     U3 S2.1 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Adding Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Using Equivalent Fractions to Add or Subtract Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

               S2.2 - Using a Clock to Add Fractions

                  Activity (2)

                     Game: Roll Around the Clock
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U3 S2.2 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     U3 S2.2 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Adding Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

               S2.3 - Adding Fractions

                  Activity

                     U3 S2.3 - Using Rectangles to Add Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Math Workshop

                     U3 S2.3 - Adding Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Game: Roll Around the Clock
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S2.3 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U3 S2.3 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Adding Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

               S2.4 - Fraction Tracks

                  Assessment Activity

                     U3 S2.4 - Assessment: Quiz 1
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Fluently multiply multi-digit whole numbers using the standard algorithm. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U3 S2.4 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Comparing and Ordering Fractions

               S2.5 - Playing Fraction Track

                  Activity (2)

                     Game: Fraction Track
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S2.5 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     U3 S2.5 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Adding Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

               S2.6 - Playing Fraction Track, continued

                  Activity

                     Game: Fraction Track
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S2.6 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U3 S2.6 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Using Equivalent Fractions to Add or Subtract Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

               S2.7 - Subtracting Fractions

                  Activity (2)

                     U3 S2.7 - Subtracting Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Assessment Activity

                     U3 S2.7 - Assessment: Addition and Subtraction with Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S2.7 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U3 S2.7 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Subtracting Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

            Inv. 3 - Adding and Subtracting Mixed Numbers

               S3.1 - Fraction Track to 2

                  Math Workshop

                     U3 S3.1 - Adding and Subtracting Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Game: Fraction Track to 2
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S3.1 - Daily Practice
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     U3 S3.1 - Homework
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     Subtracting Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Using Equivalent Fractions to Add or Subtract Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

               S3.2 - Adding and Subtracting Fractions

                  Math Workshop

                     Revisit U3 S3.1 - Adding and Subtracting Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Game: Fraction Track to 2
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S3.2 - Daily Practice
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     U3 S3.2 - Homework
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     Subtracting Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Using Equivalent Fractions to Add or Subtract Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

               S3.3 - Addition Compare with Fractions

                  Math Workshop

                     U3 S3.3 - Addition and Subtraction Problems with Fractions
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                     Game: Addition Compare with Fractions
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U3 S3.3 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U3 S3.3 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Adding and Subtracting Mixed Numbers With Unlike Denominators
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

               S3.4 - Fractions on a Line Plot

                  Activity

                     U3 S3.4 - Grasshopper Lengths
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                  Math Workshop

                     U3 S3.4 - Grasshopper Lengths

                     Revisit U3 S3.3 - Addition and Subtraction Problems with Fractions
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                     Game: Addition Compare with Fractions
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                  Session Follow-Up

                     U3 S3.4 - Daily Practice
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Data on Line Plots
                       Curriculum Standards: Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

               S3.5 - Adding and Subtracting Mixed Numbers

                  Math Workshop

                     U3 S3.5 - Grasshopper Collections
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                     U3 S3.5 - Adding and Subtracting Mixed Numbers
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                  Assessment Activity

                     U3 S3.5 - Assessment: Quiz 2
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                  Session Follow-Up

                     U3 S3.5 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U3 S3.5 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Adding and Subtracting Mixed Numbers With Unlike Denominators
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

               S3.6 - Adding and Subtracting Mixed Numbers, continued

                  Math Workshop

                     Revisit U3 S3.5 - Grasshopper Collections
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                     Revisit U3 S3.5 - Adding and Subtracting Mixed Numbers
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                  Assessment Activity

                     U3 S3.6 - Assessment: Adding and Subtracting Fractions and Mixed Numbers
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . Make a line plot to display a data set of measurements in fractions of a unit (1/2 , 1/4 , 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. 

                  Session Follow-Up

                     U3 S3.6 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U3 S3.6 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     Adding and Subtracting Mixed Numbers With Unlike Denominators
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

         Unit 4 - How Many People and Teams?

            Inv.1 - Multiplication Strategies

               S1.1 - Multiplication Review

                  Activity

                     U4 S1.1 - Multiplication: How Did I Solve It?
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U4 S1.1 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U4 S1.1 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U4 S1.1 - Family Letter

                     Multiplication Strategies
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S1.2 - Multiplication Practice

                  Activity

                     U4 S1.2 - Multiplication Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U4 S1.2 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U4 S1.2 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U4 S1.2 - Family Letter

                     Multiplication Strategies
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S1.3 - U.S. Standard Algorithm for Multiplication

                  Activity (1)

                     U4 S1.3 - Two Algorithms: What Do They Mean?
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Activity (3)

                     U4 S1.3 - Applying the U.S. Standard Algorithm for Multiplication
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Session Follow-Up

                     U4 S1.3 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U4 S1.3 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Comparing Multiplication Algorithms
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     The U.S. Standard Algorithm for Multiplication
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S1.4 - Practicing the U.S. Standard Algorithm

                  Math Workshop

                     U4 S1.4 - Practicing the U.S. Algorithm
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U4 S1.4 - Solving Multiplication Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Assessment Activity

                     U4 S1.4 - Assessment: Quiz 1

                  Session Follow-Up

                     U4 S1.4 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     The U.S. Standard Algorithm for Multiplication
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Writing Powers of 10 Using Exponents
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

               S1.5 - Solving More Multiplication Problems

                  Math Workshop

                     Revisit U4 S1.4 - Practicing the U.S. Algorithm
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Revisit U4 S1.4 - Solving Multiplication Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                  Assessment Activity

                     U4 S1.5 - Assessment: Solving a Multiplication Problem in Two Ways
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                  Session Follow-Up

                     U4 S1.5 - Daily Practice
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

                     U4 S1.5 - Homework
                       Curriculum Standards: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7 , by observing that 3/7 < 1/2 . 

            Inv. 2 - Division Strategies and Notation

               S2.1 - Representing a Division Problem

                  Session Follow-Up

                     U4 S2.1 - Daily Practice
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     U4 S2.1 - Homework
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 

                     Division Strategies: 2-Digit Divisors
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.2 - Division Notation

                  Activity

                     U4 S2.2 - Division Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S2.2 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S2.2 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Division Strategies: 2-Digit Divisors
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.3 - First Steps in Solving Division Problems

                  Activity (2)

                     U4 S2.3 - Counting Around the Room
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S2.3 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S2.3 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.4 - Refining Division Strategies

                  Math Workshop

                     U4 S2.4 - Division Starter Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S2.4 - Classroom Supplies
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S2.4 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S2.4 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.5 - Refining Division Strategies, continued

                  Math Workshop

                     Revisit U4 S2.4 - Division Starter Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S2.4 - Classroom Supplies
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S2.5 - Solving Division Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S2.5 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S2.5 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.6 - Division: How Did I Solve It?

                  Math Workshop

                     U4 S2.6 - Division: How Did I Solve It?
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S2.4 - Classroom Supplies
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S2.5 - Solving Division Problems
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Activity

                     U4 S2.6 - Division: How Did I Solve It?
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Assessment Activity

                     U4 S2.6 - Assessment: Quiz 2

                  Session Follow-Up

                     U4 S2.6 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S2.6 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.7 - Examining Division Strategies

                  Assessment Activity

                     U4 S2.7 - Assessment: 701 ÷ 27
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Math Workshop

                     Revisit U4 S2.4 - Classroom Supplies
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S2.5 - Solving Division Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S2.7 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

            Inv. 3 - Using the Operations

               S3.1 - Field Day Refreshments

                  Activity

                     U4 S3.1 - Field Day Refreshments
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S3.1 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.1 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Division Strategies: 2-Digit Divisors
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Multi-step Problems with Larger Numbers

                     Multiplication Strategies
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S3.2 - Field Day Activities

                  Activity

                     U4 S3.2 - Field Day Lunch and Cleanup
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.2 - Field Day Activities: Relay Race
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.2 - Field Day Activities: Kickball
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.2 - Field Day Activities: Tug of War
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S3.2 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.2 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S3.3 - Field Day Problems

                  Math Workshop

                     Revisit U4 S3.2 - Field Day Lunch and Cleanup
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Relay Race
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Kickball
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Tug of War
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.3 - Field Day Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.3 - Multiplying and Dividing Large Numbers
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S3.3 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.3 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Division Strategies: 2-Digit Divisors
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Multiplication Strategies
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

               S3.4 - Field Day Problems, continued

                  Math Workshop

                     Revisit U4 S3.2 - Field Day Lunch and Cleanup
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Relay Race
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Kickball
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Tug of War
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.3 - Field Day Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.3 - Multiplying and Dividing Large Numbers
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S3.4 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U4 S3.4 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Division Strategies: 2-Digit Divisors
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S3.5 - Multiplication and Division with Larger Numbers

                  Math Workshop

                     Revisit U4 S3.2 - Field Day Lunch and Cleanup
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Relay Race
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Kickball
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.2 - Field Day Activities: Tug of War
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.3 - Field Day Problems
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Revisit U4 S3.3 - Multiplying and Dividing Large Numbers
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Assessment Activity

                     U4 S3.5 - Assessment: Multiplying and Dividing Large Numbers
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                  Session Follow-Up

                     U4 S3.5 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

         Unit 5 - Temperature, Height, and Growth

            Inv.1 - Graphing Temperature and Height

               S1.1 - Temperature Graphs

                  Activity (1)

                     U5 S1.1 - Temperatures in Two Cities
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 

                  Activity (2)

                     U5 S1.1 - Temperatures in Two Cities
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 

                  Session Follow-Up

                     U5 S1.1 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U5 S1.1 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U5 S1.1 - Family Letter

                     Coordinate Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Tables and Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S1.2 - Temperature: Stories, Tables, and Graphs

                  Activity (1)

                     U5 S1.2 - High Temperatures in One Year in Honolulu
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S1.2 - High Temperatures in One Year in U.S. Cities
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Activity (2)

                     U5 S1.2 - High Temperatures in One Year in U.S. Cities
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S1.2 - Daily Practice
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S1.2 - Homework
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S1.2 - Family Letter

                     Coordinate Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S1.3 - Growth Stories

                  Activity

                     U5 S1.3 - Growth Stories: Tara and Nat
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S1.3 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U5 S1.3 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Tables and Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S1.4 - More Stories of Children’s Growth

                  Activity (1)

                     U5 S1.4 - Representing Growth Stories: Tony, Maya, and Susie
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S1.4 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Ordered Pairs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Tables and Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Telling Stories From Line Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S1.5 - A Growth Pattern That Follows a Rule

                  Activity

                     U5 S1.5 - Flickerbill’s Growth
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S1.5 - Daily Practice
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

                     U5 S1.5 - Homework
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

                     Growing at a Constant Rate
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Tables and Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S1.6 - Comparing Animals’ Growth

                  Activity

                     U5 S1.6 - The Krink, the Trifoot, and the Water Weasel
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Assessment Activity

                     U5 S1.6 - Assessment: Comparing Animals’ Growth
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S1.6 - Daily Practice
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

                     Comparing Rates of Growth
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Growing at a Constant Rate
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Tables and Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S1.7 - Another Kind of Animal

                  Activity

                     U5 S1.7 - Fastwalker
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S1.7 - Daily Practice
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

                     U5 S1.7 - Homework
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

                     Comparing Rates of Growth
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Growing at a Changing Rate
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

            Inv. 2 - Analyzing Geometric Patterns

               S2.1 - 3 Squares Across

                  Activity (1)

                     U5 S2.1 - 3 Squares Across: Area
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

                  Activity (3)

                     U5 S2.1 - 3 Squares Across: Perimeter
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

                  Session Follow-Up

                     U5 S2.1 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U5 S2.1 - Homework

               S2.2 - Double or Not?

                  Activity

                     Revisit U5 S2.1 - 3 Squares Across: Area
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

                     Revisit U5 S2.1 - 3 Squares Across: Perimeter
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

                  Session Follow-Up

                     U5 S2.2 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Writing Rules to Describe Change
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

               S2.3 - Comparing Arrays with 4, 5, and 6 Squares Across

                  Activity (1)

                     U5 S2.3 - _______ Squares Across: Area
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S2.3 - _______ Squares Across: Perimeter
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Activity (2)

                     U5 S2.3 - _______ Squares Across: Area
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S2.3 - _______ Squares Across: Perimeter
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Activity (3)

                     U5 S2.3 - _______ Squares Across: Area
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S2.3 - _______ Squares Across: Perimeter
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S2.3 - Daily Practice
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 

                     U5 S2.3 - Homework
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 

                     Tables and Graphs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Writing Rules to Describe Change
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

               S2.4 - 10 Squares Across

                  Activity

                     U5 S2.4 - 10 Squares Across: Area
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S2.4 - 10 Squares Across: Perimeter
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S2.4 - Daily Practice
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S2.4 - Homework
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     Ordered Pairs
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S2.5 - Growing Squares

                  Activity

                     U5 S2.5 - Growing Squares
                       Curriculum Standards: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Assessment Activity

                     U5 S2.5 - Assessment: Quiz 1
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2? as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S2.5 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U5 S2.5 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Growing at a Changing Rate
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S2.6 - Staircase Towers

                  Activity

                     U5 S2.6 - Staircase Towers: Jumps of 1
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                     U5 S2.6 - Staircase Towers: Jumps of 2
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S2.6 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U5 S2.6 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     Growing at a Changing Rate
                       Curriculum Standards: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

               S2.7 - Graphing and Analyzing Patterns

                  Assessment Activity

                     U5 S2.7 - Assessment: Graphing and Analyzing Numerical Patterns
                       Curriculum Standards: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

                  Session Follow-Up

                     U5 S2.7 - Daily Practice
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

         Unit 6 - Between 0 and 1

            Inv.1 - Representing and Comparing Decimals

               S1.1 - Decimals on Grids

                  Activity (2)

                     U6 S1.1 - Tenths and Hundredths
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                  Activity (3)

                     U6 S1.1 - How Much of the Garden Is Planted?
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                  Session Follow-Up

                     U6 S1.1 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

                     U6 S1.1 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

                     U6 S1.1 - Family Letter

                     Decimals to Thousandths
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

               S1.2 - Introducing Thousandths

                  Activity (2)

                     U6 S1.2 - Hundredths and Thousandths
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

                  Activity (3)

                     U6 S1.2 - Decimals on Hundredths and Thousandths Grids
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

                  Session Follow-Up

                     U6 S1.2 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

                     Decimals to Thousandths
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Equivalent Decimals and Fractions
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Place Value: Decimals to Thousandths
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

               S1.3 - Comparing Decimals

                  Activity (2)

                     U6 S1.3 - Comparing Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                  Session Follow-Up

                     U6 S1.3 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U6 S1.3 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Comparing and Ordering Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

               S1.4 - Decimals on the Number Line

                  Discussion

                     U6 S1.4 - Decimal Grids
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                  Activity (2)

                     U6 S1.4 - Decimal Grids
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                  Activity (3)

                     U6 S1.4 - Decimal Grids
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     U6 S1.4 - Ordering Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                  Session Follow-Up

                     U6 S1.4 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U6 S1.4 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. 

                     U6 S1.4 - Family Letter

                     Comparing and Ordering Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Equivalent Decimals and Fractions
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

               S1.5 - Decimals In Between

                  Session Follow-Up

                     U6 S1.5 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     U6 S1.5 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

               S1.6 - Rounding Decimals

                  Activity

                     U6 S1.6 - Rounding Decimals
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Use place value understanding to round decimals to any place. 

                  Session Follow-Up

                     U6 S1.6 - Daily Practice
                       Curriculum Standards: Use place value understanding to round decimals to any place. 

                     Rounding Decimals
                       Curriculum Standards: Use place value understanding to round decimals to any place. 

               S1.7 - Decimal Problems

                  Math Workshop

                     U6 S1.7 - Decimal Problems
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Game: Smaller to Larger
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Game: Decimals In Between
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                  Assessment Activity

                     U6 S1.7 - Assessment: Quiz 1
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. 

                  Session Follow-Up

                     U6 S1.7 - Daily Practice
                       Curriculum Standards: Use place value understanding to round decimals to any place. 

                     U6 S1.7 - Homework
                       Curriculum Standards: Use place value understanding to round decimals to any place. 

                     Comparing and Ordering Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

               S1.8 - Ordering and Comparing Decimals

                  Math Workshop

                     Revisit U6 S1.7 - Decimal Problems
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Game: Smaller to Larger
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Game: Decimals In Between
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                  Assessment Activity

                     U6 S1.8 - Assessment: Comparing and Ordering Decimals
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. 

                  Session Follow-Up

                     U6 S1.8 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     U6 S1.8 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

            Inv. 2 - Adding and Subtracting Decimals

               S2.1 - Fill Two

                  Activity (2)

                     Game: Fill Two
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.1 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U6 S2.1 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Adding Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S2.2 - The Jeweler’s Gold

                  Activity

                     U6 S2.2 - The Jeweler’s Gold
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.2 - Daily Practice

                     U6 S2.2 - Homework

                     Adding Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S2.3 - Strategies for Adding Decimals

                  Activity

                     U6 S2.3 - Adding Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.3 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

               S2.4 - Subtracting Decimals

                  Activity (2)

                     U6 S2.4 - Subtraction Problems with Decimals
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.4 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U6 S2.4 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Subtracting Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S2.5 - Decimal Problems

                  Activity (1)

                     U6 S2.5 - Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.5 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U6 S2.5 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Adding Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Comparing and Ordering Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Subtracting Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S2.6 - Addition and Subtraction of Decimals

                  Math Workshop

                     U6 S2.6 - More Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Revisit U6 S2.5 - Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Close to 1
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Decimal Double Compare
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.6 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U6 S2.6 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Subtracting Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S2.7 - Decimal Games

                  Math Workshop

                     Revisit U6 S2.6 - More Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Revisit U6 S2.5 - Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Close to 1
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Decimal Double Compare
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Decimal Subtraction Compare
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Assessment Activity

                     U6 S2.7 - Assessment: Quiz 2
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.7 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U6 S2.7 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S2.8 - Adding and Subtracting Decimals

                  Math Workshop

                     Revisit U6 S2.6 - More Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Revisit U6 S2.5 - Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Close to 1
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Decimal Double Compare
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Decimal Subtraction Compare
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.8 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

                     U6 S2.8 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

               S2.9 - Working with Decimals

                  Math Workshop

                     Revisit U6 S2.6 - More Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Revisit U6 S2.5 - Decimal Problems
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Close to 1
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Decimal Double Compare
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Game: Decimal Subtraction Compare
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Assessment Activity

                     U6 S2.9 - Assessment: Addition, Subtraction and Place Value of Decimals
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U6 S2.9 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

         Unit 7 - Races, Arrays, and Grids

            Inv.1 - Multiplying and Dividing Fractions

               S1.1 - Multiplying a Fraction by a Whole Number

                  Activity

                     U7 S1.1 - Running and Biking Distances
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                  Session Follow-Up

                     U7 S1.1 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S1.1 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S1.1 - Family Letter

                     Multiplying Fractions by Whole Numbers

               S1.2 - Multiplying a Whole Number by a Fraction

                  Activity

                     U7 S1.2 - Big Bicycle Race
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                  Session Follow-Up

                     U7 S1.2 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     U7 S1.2 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Multiplying Whole Numbers, Fractions, and Mixed Numbers
                       Curriculum Standards: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

               S1.3 - Multiplying Whole Numbers by Fractions and Mixed Numbers

                  Activity

                     U7 S1.3 - Bicycle Race Training
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a) /(n x b) to the effect of multiplying a/b by 1. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                  Session Follow-Up

                     U7 S1.3 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     U7 S1.3 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     U7 S1.3 - Family Letter

                     Multiplying Whole Numbers, Fractions, and Mixed Numbers
                       Curriculum Standards: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

               S1.4 - Multiplying Fractions or Mixed Numbers

                  Math Workshop

                     Revisit U7 S1.3 - Bicycle Race Training
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a) /(n x b) to the effect of multiplying a/b by 1. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                     U7 S1.4 - Cycling and Running
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a) /(n x b) to the effect of multiplying a/b by 1. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                  Session Follow-Up

                     U7 S1.4 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     U7 S1.4 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

                     Multiplying Whole Numbers, Fractions, and Mixed Numbers
                       Curriculum Standards: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

               S1.5 - Multiplying Fractions by Fractions

                  Activity

                     U7 S1.5 - Fractions of Fractions
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a) /(n x b) to the effect of multiplying a/b by 1. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                  Session Follow-Up

                     U7 S1.5 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) 

                     U7 S1.5 - Homework
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) 

                     Multiplying a Fraction by a Fraction
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 

               S1.6 - Rules for Multiplying Fractions

                  Activity

                     U7 S1.6 - Multiplying Fractions
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) 

                  Session Follow-Up

                     U7 S1.6 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S1.6 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S1.7 - Using Arrays for Multiplying Fractions

                  Activity

                     U7 S1.7 - Using Arrays to Multiply Fractions
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                  Session Follow-Up

                     U7 S1.7 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                     U7 S1.7 - Homework
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                     Multiplying a Fraction by a Fraction
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 

               S1.8 - Multiplying Fractions and Multiplying Mixed Numbers

                  Activity

                     U7 S1.8 - Multiplying Fractions and Mixed Numbers Practice
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                  Assessment Activity

                     U7 S1.8 - Assessment: Multiplication with Fractions, Mixed Numbers, and Whole Numbers
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. 

                  Session Follow-Up

                     U7 S1.8 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

               S1.9 - Dividing a Whole Number by a Fraction

                  Activity

                     U7 S1.9 - Dividing a Whole Number by a Fraction
                       Curriculum Standards: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? 

                  Session Follow-Up

                     U7 S1.9 - Daily Practice
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

                     U7 S1.9 - Homework
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). 

                     Dividing a Whole Number by a Unit Fraction
                       Curriculum Standards: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? 

               S1.10 - Dividing a Fraction by a Whole Number

                  Activity

                     U7 S1.10 - Dividing a Fraction by a Whole Number
                       Curriculum Standards: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? 

                  Assessment Activity

                     U7 S1.10 - Assessment: Quiz 1
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                  Session Follow-Up

                     U7 S1.10 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                     U7 S1.10 - Homework
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                     Dividing a Fraction by a Whole Number
                       Curriculum Standards: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? 

               S1.11 - Dividing with Fractions

                  Activity

                     U7 S1.11 - Dividing with Fractions
                       Curriculum Standards: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? 

                  Assessment Activity

                     U7 S1.11 - Assessment: Dividing with Fractions
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? 

                  Session Follow-Up

                     U7 S1.11 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

                     U7 S1.11 - Homework
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 

            Inv. 2 - Fractions as Division

               S2.1 - Brownie Problems

                  Activity

                     U7 S2.1 - Brownie Problems
                       Curriculum Standards: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 

                  Session Follow-Up

                     U7 S2.1 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. 

                     U7 S2.1 - Homework
                       Curriculum Standards: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. 

                     Fractions as Division
                       Curriculum Standards: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 

               S2.2 - Fractions as Division

                  Activity

                     U7 S2.2 - Win/Loss Records
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. Use place value understanding to round decimals to any place. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 

                  Session Follow-Up

                     U7 S2.2 - Daily Practice
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U7 S2.2 - Homework
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Finding Decimals Equivalent to Fractions
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

               S2.3 - Decimal Equivalents

                  Activity (1)

                     U7 S2.3 - Fraction-to-Decimal Division Table
                       Curriculum Standards: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 

                  Activity (2)

                     U7 S2.3 - Fraction-to-Decimal Division Table
                       Curriculum Standards: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 

                  Session Follow-Up

                     U7 S2.3 - Daily Practice
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     U7 S2.3 - Homework
                       Curriculum Standards: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 

                     Finding Decimals Equivalent to Fractions
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <, symbols to record the results of comparisons. 

               S2.4 - Fraction-Decimal Equivalents

                  Math Workshop

                     Revisit U7 S2.3 - Fraction-to-Decimal Division Table
                       Curriculum Standards: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 

                     U7 S2.4 - Division Problems
                       Curriculum Standards: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 

                  Assessment Activity

                     U7 S2.4 - Assessment: Quiz 2
                       Curriculum Standards: Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. 

                  Session Follow-Up

                     U7 S2.4 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ 1/5 , and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. 

            Inv. 3 - Multiplying and Dividing Decimals

               S3.1 - Multiplying Powers of 10

                  Activity (2)

                     U7 S3.1 - Multiplying by Powers of 10
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U7 S3.1 - Daily Practice
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

                     U7 S3.1 - Homework
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

                     Multiplying by Powers of 10
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

               S3.2 - Multiplying by “Small” Numbers

                  Activity (2)

                     U7 S3.2 - Multiplying Decimals
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U7 S3.2 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S3.2 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Multiplying by Powers of 10
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

                     Multiplying Decimals
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S3.3 - Strategies for Multiplying Decimals

                  Activity (1)

                     U7 S3.3 - Buying School Supplies
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Activity (2)

                     U7 S3.3 - A Strategy for Multiplying Decimals
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U7 S3.3 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S3.3 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Multiplying Decimals
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S3.4 - Multiplying Decimals

                  Activity

                     U7 S3.4 - Animal Speeds
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U7 S3.4 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S3.4 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S3.5 - Multiplying Decimals, continued

                  Activity

                     U7 S3.5 - Animal Speeds and Jumps
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Assessment Activity

                     U7 S3.5 - Assessment: Multiplying Decimals
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). Use place value understanding to round decimals to any place. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U7 S3.5 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Multiplying Decimals
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S3.6 - Dividing Powers of 10

                  Activity

                     U7 S3.6 - Dividing by Powers of 10
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U7 S3.6 - Daily Practice
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S3.6 - Homework
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Dividing by Powers of 10
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 

               S3.7 - Dividing Decimals

                  Activity (2)

                     U7 S3.7 - Dividing Decimals
                       Curriculum Standards: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                  Session Follow-Up

                     U7 S3.7 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S3.7 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Dividing Decimals
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S3.8 - Converting Metric Measurements

                  Activity

                     U7 S3.8 - Converting Length, Mass, and Capacity (Metric)
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                  Session Follow-Up

                     U7 S3.8 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S3.8 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Converting Metric Measurements
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

               S3.9 - Converting U.S. Measurements of Length and Weight

                  Math Workshop

                     U7 S3.9 - Converting Length and Weight (US)
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     U7 S3.9 - Rhomaar Animal Jumps
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                  Session Follow-Up

                     U7 S3.9 - Daily Practice
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     U7 S3.9 - Homework
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     Converting U.S. Measurements
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     Dividing Decimals
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

               S3.10 - Converting Measurements and Dividing Decimals

                  Math Workshop

                     U7 S3.10 - Converting Capacity (US)
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     Revisit U7 S3.9 - Rhomaar Animal Jumps
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     U7 S3.10 - Converting Measurements
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                  Assessment Activity

                     U7 S3.10 - Assessment: Quiz 3
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                  Session Follow-Up

                     U7 S3.10 - Daily Practice
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     U7 S3.10 - Homework
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

                     Converting Metric Measurements
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     Converting U.S. Measurements
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

               S3.11 - Converting Measurements and Dividing Decimals, continued

                  Assessment Activity

                     U7 S3.11 - Assessment: Dividing Decimals
                       Curriculum Standards: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                  Math Workshop

                     Revisit U7 S3.10 - Converting Capacity (US)
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     Revisit U7 S3.10 - Converting Measurements
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                  Session Follow-Up

                     U7 S3.11 - Daily Practice
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

         Unit 8 - Properties of Polygons

            Inv.1 - Categories and Properties of Polygons

               S1.1 - Triangles

                  Activity (1)

                     U8 S1.1 - Triangles: Two the Same, One Different
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                  Session Follow-Up

                     U8 S1.1 - Daily Practice
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     U8 S1.1 - Homework
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     U8 S1.1 - Family Letter

                     Properties of Triangles
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

               S1.2 - Quadrilaterals

                  Activity (1)

                     U8 S1.2 - Quadrilaterals: Two the Same, One Different
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                  Activity (3)

                     U8 S1.2 - Types of Quadrilaterals
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                  Session Follow-Up

                     U8 S1.2 - Daily Practice
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                     U8 S1.2 - Family Letter

                     Properties of Quadrilaterals
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

               S1.3 - Properties of Quadrilaterals

                  Math Workshop

                     U8 S1.3 - Some Figures Have Many Names
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                     Game: Guess My Rule
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                  Session Follow-Up

                     U8 S1.3 - Daily Practice
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     U8 S1.3 - Homework
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     Properties of Quadrilaterals
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

               S1.4 - Relationships among Polygons

                  Math Workshop

                     U8 S1.4 - Representation of Relationships Among Quadrilaterals
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                     U8 S1.4 - Categories of Triangles
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                     Game: Guess My Rule
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                  Assessment Activity

                     U8 S1.4 - Assessment: Quiz 1
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                  Session Follow-Up

                     U8 S1.4 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) 

                     U8 S1.4 - Homework
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) 

                     Properties of Quadrilaterals
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                     Properties of Triangles
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

               S1.5 - Categories of Polygons

                  Math Workshop

                     Revisit U8 S1.4 - Representation of Relationships Among Quadrilaterals

                     Revisit U8 S1.4 - Categories of Triangles

                     Game: Guess My Rule
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                  Assessment Activity

                     U8 S1.5 - Assessment: Naming Quadrilaterals
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                  Session Follow-Up

                     U8 S1.5 - Daily Practice
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                     U8 S1.5 - Homework
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

            Inv. 2 - Finding Perimeter and Area of Related Rectangles

               S2.1 - A Sequence of Squares

                  Activity

                     U8 S2.1 - Building a Sequence of Squares
                       Curriculum Standards: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

                  Session Follow-Up

                     U8 S2.1 - Daily Practice
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     U8 S2.1 - Homework
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     Perimeter or Area?

               S2.2 - Doubling Dimensions of Squares

                  Activity

                     U8 S2.2 - Doubling Squares
                       Curriculum Standards: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. 

                  Session Follow-Up

                     U8 S2.2 - Daily Practice
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

                     U8 S2.2 - Homework
                       Curriculum Standards: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Classify two-dimensional figures in a hierarchy based on properties. 

               S2.3 - Building a Sequence of Rectangles

                  Activity (1)

                     U8 S2.3 - A Sequence of Rectangles
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U8 S2.3 - Daily Practice
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     U8 S2.3 - Homework
                       Curriculum Standards: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. 

                     Growing Rectangles
                       Curriculum Standards: Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a) /(n x b) to the effect of multiplying a/b by 1. 

               S2.4 - Rearranging Rectangles

                  Math Workshop

                     U8 S2.4 - Rearranging a 16 x 12 Rectangle
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     U8 S2.4 - Fencing a Garden
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U8 S2.4 - Daily Practice
                       Curriculum Standards: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     U8 S2.4 - Homework
                       Curriculum Standards: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                     Same Area, Different Perimeter

                     Same Perimeter, Different Area

               S2.5 - Perimeter and Area of Rectangles

                  Math Workshop

                     Revisit U8 S2.4 - Rearranging a 16 x 12 Rectangle

                     Revisit U8 S2.4 - Fencing a Garden

                  Assessment Activity

                     U8 S2.5 - Assessment: Perimeter and Area of Related Rectangles
                       Curriculum Standards: Fluently multiply multi-digit whole numbers using the standard algorithm. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3? and the starting number 0, and given the rule "Add 6? and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 . (In general, a/b + c/d = (ad + bc/bd.) 

                  Session Follow-Up

                     U8 S2.5 - Daily Practice
                       Curriculum Standards: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. For example, use a visual fraction model to show (2/3) x 4 = 8/3 , and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) 

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            Student Voice_1
              Intended Role: Instructor

            T16, Multiplication Facts Recording Sheet
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S2.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S2.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S3.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S3.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            S5, Building Multiple Towers
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S3.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S3.3 - Teacher Presentation: Division Problems
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S3.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A7, Assessment Checklist: MP7
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S3.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A7, Assessment Checklist: MP7
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            U1 S3.5 - Teacher Presentation: Division Cluster Problems
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_3
              Intended Role: Instructor

            S6, Dividing by 2-Digit Numbers
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S3.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A7, Assessment Checklist: MP7
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U1 S3.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Unit 2 - Online Curriculum Unit
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S1.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Activity (2)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S1.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            S10, Volume of Boxes
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S1.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S1.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S1.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S1.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T30, Volume of Solids
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            S11, New Dimensions
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S1.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A13, Assessment Checklist: MP4
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S1.8 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A13, Assessment Checklist: MP4
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S2.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Activity (2)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S2.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Activity (3)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S2.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U2 S2.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A18, Assessment Checklist
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            S14, Growing Boxes
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Unit 3 - Online Curriculum Unit
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S1.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S1.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S1.2 - Teacher Presentation: Representing Fractions on Rectangles
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Activity (2)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A19, Assessment Checklist
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S1.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A19, Assessment Checklist
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S1.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S1.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S16, Finding Equal Amounts
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S1.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.1 - Teacher Presentation: Clock Fractions
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            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.1 - Teacher Presentation: Adding Clock Fractions
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            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A20, Assessment Checklist: MP3
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A20, Assessment Checklist: MP3
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_3
              Intended Role: Instructor

            S20, Fraction Addition
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
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            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Activity (2)
              Intended Role: Instructor

            Activity (3)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S2.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S3.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S3.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A23, Assessment Checklist: MP8
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Discussion (3)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S3.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A23, Assessment Checklist: MP8
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_3
              Intended Role: Instructor

            S24, Addition Compare with 3 Fractions
              Intended Role: Instructor

            Student Voice
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            Teacher Resources
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            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S3.4 - Online Curriculum Unit
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            Ten-Minute Math
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            Student Voice
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            Teacher Resources
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            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S3.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
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            Discussion (1)
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            Student Voice
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            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            S22, Practice Adding and Subtracting Mixed Numbers
              Intended Role: Instructor

            T32, 4 × 6 Rectangles
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            T33, 5 × 12 Rectangles
              Intended Role: Instructor

            T36, Clocks
              Intended Role: Instructor

            S23, Story Problems with Mixed Numbers
              Intended Role: Instructor

            Student Voice
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            Teacher Resources
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            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U3 S3.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
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            Student Voice
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            Teacher Resources
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            Teacher Resources
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
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            Teacher Resources
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            Student Voice_1
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            Teacher Resources
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            Teacher Resources
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            Unit 4 - Online Curriculum Unit
              Intended Role: Instructor

            Student Voice
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            U4 S1.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
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            Discussion
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            Student Voice
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            Teacher Resources
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            Student Voice_1
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            S26, Practicing Multiplication Strategies
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            Student Voice
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            Teacher Resources
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            Student Voice_1
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            Teacher Resources
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            Student Voice_2
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            Teacher Resources
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            Student Voice
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            U4 S1.2 - Online Curriculum Unit
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            Ten-Minute Math
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            Discussion
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            Student Voice
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            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
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            S25, Practicing Multiplication
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            Student Voice
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            Teacher Resources
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            Student Voice_1
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            Teacher Resources
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            Student Voice_2
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
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            U4 S1.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
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            Teacher Resources
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            Student Voice
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            Teacher Resources
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            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S1.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
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            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
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            Student Voice
              Intended Role: Instructor

            Teacher Resources
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            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S1.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
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            Teacher Resources
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
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            Teacher Resources
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            Student Voice
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            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
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            U4 S2.1 - Online Curriculum Unit
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            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
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            Teacher Resources
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            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
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            U4 S2.2 - Online Curriculum Unit
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            Ten-Minute Math
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            Student Voice
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            Teacher Resources
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            Student Voice
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            Teacher Resources
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            Student Voice_1
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            Teacher Resources
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            Student Voice
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            U4 S2.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
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            Activity (1)
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            Student Voice
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            Teacher Resources
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            Student Voice_1
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            S27, Practicing Division
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            Student Voice_1
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            Teacher Resources
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            Student Voice
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            U4 S2.4 - Online Curriculum Unit
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            Ten-Minute Math
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            Student Voice
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            A31, Assessment Checklist: MP6
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            Student Voice_1
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            Teacher Resources
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            Teacher Resources
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            Student Voice_2
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            S28, Equivalence in Division
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            Student Voice_1
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            Teacher Resources
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            Student Voice
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            U4 S2.5 - Online Curriculum Unit
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            Ten-Minute Math
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            Student Voice
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            A31, Assessment Checklist: MP6
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            Student Voice_1
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            Teacher Resources
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            Teacher Resources
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            Teacher Resources
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            Discussion
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            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S2.6 - Online Curriculum Unit
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            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
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            Student Voice
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S2.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
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            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S3.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S3.1 - Teacher Presentation: Field Day Refreshments
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            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S29, Field Day: Third to Fifth Grades
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            Student Voice_3
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            S30, School Supplies
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            S32, Finding the Best Buy
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            Student Voice
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            Teacher Resources
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            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S3.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
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            S29, Field Day: Third to Fifth Grades
              Intended Role: Instructor

            Student Voice_2
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            S31, Multi-Step Problems
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            Student Voice
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            Teacher Resources
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            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S3.3 - Online Curriculum Unit
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            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A35, Assessment Checklist: MP2
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            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
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            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S29, Field Day: Third to Fifth Grades
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S3.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A35, Assessment Checklist: MP2
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
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            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S29, Field Day: Third to Fifth Grades
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U4 S3.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            S29, Field Day: Third to Fifth Grades
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Unit 5 - Online Curriculum Unit
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T43, Temperatures in Two Cities
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.2 - Teacher Presentation: Introducing Temperature Stories
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            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A37, Assessment Checklist: MP4 and MP5
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T47, Temperature Grid
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.3 - Teacher Presentation: Growth Stories: Tara and Nat
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            A37, Assessment Checklist: MP4 and MP5
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_3
              Intended Role: Instructor

            T48, Table: Tara and Nat
              Intended Role: Instructor

            T49, Graphs: Tara and Nat
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T50, Table: Tony, Maya, and Susie
              Intended Role: Instructor

            T51, Graphs: Tony, Maya, and Susie
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.5 - Teacher Presentation: Animals’ Growth
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S33, Growth Table and Graph
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            S34, Tables and Graphs
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S1.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Discussion (3)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S2.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S36, Tile Rectangles
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S2.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S2.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            S35, Comparing Rectangles with 4, 5, and 6 Squares Across: Small-Group Questions
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S2.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S2.4 - Teacher Presentation: 10 Squares Across
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
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            Student Voice_2
              Intended Role: Instructor

            T59, Area Graphs
              Intended Role: Instructor

            T61, Perimeter Graphs
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Discussion (3)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S2.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            S37, Showing Costs in Tables and Graphs
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S2.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U5 S2.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Unit 6 - Online Curriculum Unit
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T68, Hundredths Grids
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            Student Voice
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            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.4 - Online Curriculum Unit
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            Ten-Minute Math
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            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.4 - Teacher Presentation: Introducing Decimals on a Number Line
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            Student Voice_1
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            Teacher Resources
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            Student Voice
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              Intended Role: Instructor

            Teacher Resources
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            Student Voice_1
              Intended Role: Instructor

            C16, Decimal Cards, Set A
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            C17, Decimal Cards, Set B
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            T68, Hundredths Grids
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            Student Voice_2
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            S38, Decimals on a Number Line
              Intended Role: Instructor

            T71, Thousandths Grids
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            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
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            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion (1)
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Discussion (3)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.6 - Teacher Presentation: Rounding Decimals
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            T71, Thousandths Grids
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A44, Assessment Checklist: MP7
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_3
              Intended Role: Instructor

            S39, Smaller to Larger with Ten Thousandths
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S1.8 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A44, Assessment Checklist: MP7
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            T71, Thousandths Grids
              Intended Role: Instructor

            C16, Decimal Cards, Set A
              Intended Role: Instructor

            C17, Decimal Cards, Set B
              Intended Role: Instructor

            G17, Fill Two Directions
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.3 - Teacher Presentation: Adding Decimals
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            C16, Decimal Cards, Set A
              Intended Role: Instructor

            C17, Decimal Cards, Set B
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            T71, Thousandths Grids
              Intended Role: Instructor

            Student Voice_3
              Intended Role: Instructor

            S40, Adding Decimals on Grids
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S41, Decimal Subtraction
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            T71, Thousandths Grids
              Intended Role: Instructor

            Activity (3)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A48, Assessment Checklist: MP6
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A48, Assessment Checklist: MP6
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.8 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U6 S2.9 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Unit 7 - Online Curriculum Unit
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.1 - Teacher Presentation: Running and Biking Distances
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.2 - Teacher Presentation: The Big Bicycle Race
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T72, Fraction Bars
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A52, Assessment Checklist
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T72, Fraction Bars
              Intended Role: Instructor

            S42, Whole Number and Fraction Problems
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A52, Assessment Checklist
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.5 - Teacher Presentation: Shading Fraction Bars
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            A52, Assessment Checklist
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T72, Fraction Bars
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.7 - Teacher Presentation: Using Arrays to Multiply Fractions
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S43, Multiplying Fractions with Arrays
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.8 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            S44, Multiplying Two Mixed Numbers
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.9 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.10 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S1.11 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S2.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S2.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S2.2 - Teacher Presentation: Win/Loss Records
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            Student Voice_3
              Intended Role: Instructor

            S45, Who Is Winning?
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S2.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            A57, Assessment Checklist: MP8
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S2.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A57, Assessment Checklist: MP8
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S46, Repeating Decimals
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A60, Assessment Checklist
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A60, Assessment Checklist
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A61, Assessment Checklist: MP1
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S48, Multiplying Decimals Resulting in Thousandths
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A61, Assessment Checklist: MP1
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.6 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.6 - Teacher Presentation: Dividing by Powers of 10
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            A60, Assessment Checklist
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_3
              Intended Role: Instructor

            T68, Hundredths Grids
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.7 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A60, Assessment Checklist
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.8 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.9 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            S47, Converting Measurements of Length and Weight
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.10 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T80, Measurement Equivalents
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U7 S3.11 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Unit 8 - Online Curriculum Unit
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S1.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S1.1 - Teacher Presentation: Triangles: Two the Same, One Different
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            C18–C19, Shape Cards
              Intended Role: Instructor

            Activity (3)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S1.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S1.2 - Teacher Presentation: Quadrilaterals: Two the Same, One Different
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            C18–C19, Shape Cards
              Intended Role: Instructor

            Discussion
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            C18–C19, Shape Cards
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S1.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S1.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S49, Polygon Puzzles
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S1.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S2.1 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S2.2 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S2.3 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S2.4 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Activity (1)
              Intended Role: Instructor

            Activity (2)
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            A68, Assessment Checklist: MP2 and MP3
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_2
              Intended Role: Instructor

            S50, Making Rectangles
              Intended Role: Instructor

            S51, Area and Perimeter Problems
              Intended Role: Instructor

            S52, Cutting Up Rectangles
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            U8 S2.5 - Online Curriculum Unit
              Intended Role: Instructor

            Ten-Minute Math
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Student Voice_1
              Intended Role: Instructor

            T13, One-Centimeter Grid Paper
              Intended Role: Instructor

            Student Voice
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Grade 5 Professional Development Videos—Coming in 2017
              Intended Role: Instructor

            Pearson-Created Assessments
              Intended Role: Instructor

         eText Container

            Curriculum Units: Grade 5

            Student Activity Book: Grade 5