alignment to the common core gps (ccgps) and … ela math alignment...alignment to the common core...
TRANSCRIPT
Alignment to the Common Core GPS (CCGPS) and Georgia Performance Standards (GPS) for
Grades 3 – 5: ELA & Math
Created by Jessie Moreau, M.Ed., NBCT
Gwinnett County Public Schools
GDOE PowerPoint on Alignment for 2013-14 is also posted on the GAA website. It offers some other valuable information across the grade levels for alignment.
Iconic Text
• The use of pictures, symbols, and/or graphics with text
• Be sure to include text with all iconic text
Common Core ELA (CCGPS) Reading Literature (RL) &
Reading Informational (RI) “Power Standards”
• RL1 – literary text comprehension
Adapted grade level literature: fiction, poetry, drama,
biographies/autobiographies
• RI1 – informational text comprehension
Most Unique Learning System comprehension materials, Social Studies, Science, recipes, newspaper articles, Kids Discover & other magazine articles, etc.
ELACC Reading Literary(RL1)
ELACCRL1 Big Idea:
• Explicit and/or inferential understanding of the meaning of the literary text
- Refer to details in a literary text and identify/describe/explain what the text says explicitly or inferentially
ELACC Reading Literary (RL1) • ELACC3RL1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers.
• ELACC4RL1: Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from the text.
• ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Citing Text Explicitly through Character, Setting & Event/Episode Activities
(RL1)
“A Small White Scar” materials created by Kayse Harshaw, GDOE & Jessie Moreau; Fried Worms materials created by Jessie Moreau, Gwinnett County Schools;
Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions by
Placing/Removing Iconic Text from Adapted Text or Matching to Story Text (RL1)
“Charlie & the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County Public Schools
Laura Half-Pint
Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions Using
an AAC Device to Respond (RL1)
“Charlie and the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County Schools
Refer to Text to Cite What Text Says Explicitly
to Answer Comprehension Questions (RL1)
Using “Unique” for Reading Literary (Fiction) Text
Comprehension Comprehension materials from the Unique Learning System © N2Y, Inc.
Refer to Text to Cite What Text Says Explicitly and Implicitly to Demonstrate Comprehension of
Event/Character/Setting (RL1)
“Little House on the Prairie” materials created by Susan Murray, Columbia County and Chris Hiner, Rockdale County Schools
Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions (RL1)
“Charlie and the Chocolate Factory” Comprehension Worksheet created by Pantea Sadeghy, Gwinnett County & adapted story materials by Jessie Moreau, Gwinnett County Schools
Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions (RL1)
“Charlie and the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County and LaWanda Dalton, Hart County Schools
ELACC.3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
ELACC.5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
ELACC.4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
ELACC Reading Literary (RL3)
“Charlie & the Chocolate Factory” materials created by LaWanda Dalton, Hart County Schools
Describe how the story unfolds and the character’s reactions (RL3)
Use of fold out book to tell what happens during an episode and the character’s reaction to the event
ELACC Reading Informational (RI1)
ELACCRI1 Big Idea:
• Explicit and/or inferential understanding of the meaning of the informational text
- Refer to details in informational text and identify/describe/explain what the text says explicitly or inferentially
ELACC Reading Informational (RI1)
• ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
• ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• ELACC5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Refer to Text to Cite What Text Says Explicitly
to Answer Comprehension Questions (RI1)
Using “Unique” for Reading Informational Text
Comprehension Comprehension materials from the Unique Learning System © N2Y, Inc.
Refer to Text to Cite What Text Says Explicitly
to Answer Comprehension Questions (RI1)
Referring to Informational Text materials from
Unit Stories to Show Comprehension Cocoa Bean materials created by Jennifer Farner, Whitfield County Schools;
Bubble Gum materials created by Jessie Moreau, Gwinnett County Schools
Cocoa beans make chocolate. Cocoa beans make
Rice Krispie Treats.
Citing Text Explicitly from Recipes (RI1)
Recipes created by Jessie Moreau, Gwinnett County Schools;
Following a recipe from Unique materials
Answering questions to cite text explicitly from the recipe and
to make inferences.
Citing Text Explicitly from Recipes (RI1)
Recipes created by Jessie Moreau, Gwinnett County Schools;
Following a recipe then answering questions to cite
explicitly from text
Following a recipe then citing text explicitly from the recipe to tell how
Muffin Pizza was made.
Citing Text Explicitly and Drawing Inferences
from Across the Curriculum (RI1)
Citing text explicitly from informational PowerPoint on
Destructive Forces
Drawing inferences from text on needs/wants from Social Studies
Destructive Forces materials by Pantea Sadeghy; Needs/Wants materials by Debra Mastin; Gwinnett County Public Schools
Literary vs. Informational Domain
• Reading Literary & Reading Informational standards are worded exactly the same
• Major difference is the focus on either literary or informational text
• Be sure to select the domain that goes along with the type of text being read
ELACC Language (L4a)
• ELACC.3.L.4a. Use sentence-level context as a clue to the meaning of a word or phrase.
• ELACC.4.L.4a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
• ELACC.5.L.4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
ELACC Language (L4a)
ELACCL4a Big Idea:
Determine the meaning of new/unfamiliar words in context.
-Words cannot be presented in isolation – there must be a context (phrase, sentence, paragraph)
- Words can be written or spoken
-Iconic text is allowed to accompany print
-Any word can be used as long as in context and age/grade appropriate (and words are appropriate )
ELACC Language (L4a)
Using rhyming words and antonyms (opposites) in context to increase vocabulary.
Poem materials created by Jessie Moreau based upon Shel Silverstein’s poems, “The Googies are Coming” and
ELACC.3.L.4a; ELACC.4.L.4a; ELACC.5.L.4a
ELACC Language (L4a)
Using homophones (words that sound alike but have different meanings) in context to increase vocabulary.
Homophone comprehension materials created by Jessie Moreau based upon PowerPoint by Susan Murray, Columbia County Schools
ELACC.3.L.4a; ELACC.4.L.4a; ELACC.5.L.4a
ELACC Speaking & Listening (SL1c)
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3-5 topics and texts, building on others’ ideas and expressing their own clearly.
• ELACC.3.SL.1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
• ELACC.4.SL.1c. Pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others.
• ELACC5.SL1c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
(3rd grade indicator approved as aligned to answering questions ,by GDOE 9/20/13)
ELACC Speaking & Listening (SL1c)
ELACCSL1c Big Idea:
Pose and respond to questions on grade level topics, texts, issues in one-on-one situations, in groups and with teacher-led discussions.
(Using student’s communication system(s) e.g., speech, sign language, AAC device, iconic text, PECS and/or other Assistive Technology
Answering questions about grade level curricular subjects verbally, with
selection of iconic/tactile text or with AAC (SL1c)
How many people chose pepperoni pizza? (Four)
What does the bulb become? (A daffodil flower)
Pizza survey picture courtesy of Nancy Dick & Julie Hipple, GCPS; Physical Change activity courtesy of Jessie Moreau, Gwinnett County Schools
Answering questions about grade level curricular subjects with
numbers/iconic text through use of AAC (SL1c)
How many green M&Ms were in the bag? (two)
What is the definition of pollution? (top photo)
Which apple is a whole? (bottom photo)
Pictures courtesy of Jessie Moreau, Gwinnett County Schools
Answering questions about grade level appropriate subjects verbally, with
selection of iconic text on an AAC device (SL1c)
When asked, “Who do you love? Who is your Valentine?” This is what he typed on his device:
“Elizaida I love you.” Contributed by Melanie Abad, Gwinnett County Public Schools
ELACC Speaking & Listening (SL4)
• ELACC.3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
• ELACC.4.SL.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• ELACC.5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELACC Speaking & Listening (SL4)
ELACCSL4 Big Idea:
Presentation of knowledge through communication of details, facts, main ideas
(Using student’s communication system(s) e.g., speech, sign language, AAC device, and/or other Assistive Technology
Examples: Give a report on topic researched;
sequence the steps of a task analysis; tell facts of what happened in a story
ELACC Speaking & Listening (SL4)
Presenting facts about Hawaii research to buddy class using AAC device
Pictures & Hawaii activities/materials courtesy of Caroline Whitten, Gwinnett County Schools
ELACC Speaking & Listening (SL4)
Recounting an experience about his weekend activities
to his classmates using a microphone
Resource Report Template, Jessie Moreau,; Microphone activity, Heather Colson, Gwinnett County Schools
After completing the report template, students present it
verbally or via AAC device
ELACC Informative/Explanatory Writing (W2a)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• ELACC.3.W.2a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
• ELACC.4.W.2a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
• ELACC.5.W.2a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
ELACC Writing (W2a)
ELACCW2a Big Idea:
• Writing informative/explanatory text
- writing within organizational structures with focus
on the content
Examples: writing a letter (not labeling the parts); cause & effect; categorization; definitions; compare & contrast
Organizing ideas through cause & effect
and compare/contrast
Venn diagram to compare/contrast chickens and pigs
Daily Life Categorization created by Jessie Moreau, Gwinnett County Schools; Animal Venn diagram created by Kathy Sprouse, McIntosh Schools
Writing to show Cause & Effect
Informative/Explanatory Writing (W2a)
Using an
Organizational Structure to Organize Ideas
to Write about a Topic
Materials created by Jessie Moreau, Gwinnett County Public Schools
Informative/Explanatory Writing (W2a)
ELACC Informative/Explanatory Writing (W2b)
• ELACC.3.W.2 b. Develop the topic with facts, definitions, and details.
• ELACC.4.W.2 b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
• ELACC.5.W.2 b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
ELACC Writing (W2b)
ELACCW2b Big Idea:
• Writing informative/explanatory text
- Describe a topic and include details, facts, and/or examples
Examples: “Unique” and other writing activities about a particular topic; writing recipes, adapted Frayer model
Writing to Include Details and Facts about a Topic
Using “Unique” for Writing Informational Text
Writing materials from the Unique Learning System © N2Y, Inc.
Informative/Explanatory Writing (W2b)
Writing on the topic, “All About Me”.
Writing materials created by Mary Evelyn King, Gwinnett County Schools using Boardmaker software.
Using picture symbols for student to describe his/her likes, interests, etc.
Writing to Include Details and Facts about a Topic
Informative/Explanatory Writing (W2b)
Materials created by Jessie Moreau, Gwinnett County Schools based on Writing Wheel concept by Juanita Pritchard, Cobb County & LaWanda Dalton, Hart County
Using a writing wheel for students to choose ideas/details to include in writing about themselves
Selecting the ideas/details and placing them in a
sentence structure for writing a sentence.
Writing to Include Details and Facts about a Topic
Informative/Explanatory Writing (W2b)
Using an adapted Frayer Model to write about a topic to include facts, details, definitions, quotes
Writing about a topic: Effects of Pollution
using a tactilized adapted Frayer Model
Westward Expansion Frayer Model information
Revised Frayer Model templates and tactile materials created by Jessie Moreau, Gwinnett County; Westward Expansion materials created by Susan Murray, Columbia County Schools.
Informative/Explanatory Writing (W2b)
Writing to Include Details and Facts about Curricular Topics
Facts about Hawaii written with iconic text and attached to paper plate
“book” pages
Hawaii book writing activity concept by Caroline Whitten; Magnet Report materials created by Jessie Moreau, Gwinnett County Schools
Report about magnets written after exploration with magnets
Informative/Explanatory Writing (W2b)
Writing to Include Facts about a Completed Recipe Task
S’more Writing by AshlleySaye & Jessie Moreau; English Muffin Pizza created by Jessie Moreau, Gwinnett County Schools
Informative/Explanatory Writing (W2b)
ELACC Narrative Writing (W3)
ELACC W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• ELACC.3.W.3 b. Use dialogue and descriptions of actions, thoughts,
and feelings to develop experiences and events or show
the response of characters to situations.
• ELACC.4.W.3 d. Use concrete words and phrases and sensory details
to convey experiences and events precisely.
• ELACC.5.W.3 d. Use concrete words and phrases and sensory details
to convey experiences and events precisely.
ELACC Narrative Writing (W3d)
ELACCW3d Big Idea:
• Write narratives about real or imagined experiences
or events using details, sensory language (creative writing)
Examples: Journal writing, descriptive writing about the senses, “Writing tree” writing
Writing about Real or Imaginary Sensory Experiences
“Beach” sensory writing web created by Juanita Pritchard, Cobb County & Lynn Heyen, Clarke County Schools
-Using a writing tree to choose sensory details to include in writing about a real or imagined experience
ELACC Narrative Writing (W3d)
“Lewis & Clarke” sensory writing tree created by Susan Murray, Columbia County & Lynn Heyen, Clarke County Schools
Using a writing tree to choose sensory details to include in writing about a real or imagined experience
tipis
Writing about Real or Imaginary Sensory Experiences
ELACC Narrative Writing (W3d)
“A Night on the Prairie” writing activities created by Karen Barineau, DeKalb County Schools
Using a journal template of an imagination story to choose sensory details to include in writing about an imagined experience
Writing about Real or Imaginary Sensory Experiences
ELACC Narrative Writing (W3d)
Materials created by Jessie Moreau, Gwinnett County Schools
-Using a writing wheel to choose concrete ideas/details to include in writing about yourself -Writing to include details about a community skills trip to go bowling
Writing about Real or Imaginary Sensory Experiences
ELACC Narrative Writing (W3d)
ELACC Writing (W7)
ELACC W7: Conducting short research projects to answer a question
using a variety of sources
ELACC.3.W.7 Conduct short research projects that build knowledge about a topic.
ELACC.4.W.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
ELACC.5.W.7 Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
Conducting Short Research Project
to Answer a Question (W7)
Materials created by Jessie Moreau, Gwinnett County Public Schools
Writing about a topic: Research Report
Cross-Curricular Materials
• Reading & Writing with informative text works GREAT across the different curricular areas
• Unit-type lessons encourage cross curricular learning
• Many comprehension/writing materials already in use may align to the ELA Common Core!
Common Core Math Domains
• K-5: Operations & Algebraic Thinking
• 3-5: N & O- Base 10
• 3-5: N & O- Fractions
• K-5: Measurement and Data
• K-8: Geometry
Common Core Math (CCGPS) Operations & Algebraic Thinking (OA)
MCC.3.OA.8 Solve two-step word problems using the four operations. Represent
these problems using equations with a letter standing for the unknown quantity
(blank square). Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
MC.C4.OA.3 – Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in which
remainders must be interpreted. Represent these problems using equations with a
letter standing for the unknown quantity (blank square). Assess the reasonableness of
answers using mental computation and estimation strategies including rounding.
Use of manipulatives & number lines are integral strategies for
Common Core Math!
MCC3.OA.8; MCC4.OA.3
Operations & Algebraic Thinking (OA) Using the Four Operations with Letter for Unknown
Grade 5 – use MCC5.NBT.7
HTEFW materials created by Jessie Moreau, Gwinnett County & Susan Murray, Columbia County Schools
Use of manipulatives with addition and multiplication word problems
MCC3.OA.8; MCC4.OA.3; Grade 5 – use MCC5. NBT.7
Operations & Algebraic Thinking (OA) Using Two Operations with Blank Squares for Unknown
Little House… math materials created by Susan Murray, Columbia County and Jessie Moreau, Gwinnett County Schools
Materials created by Jessie Moreau, Gwinnett County Schools;
Using manipulatives, tactile numbers and AAC device to solve addition equations. Be sure to base equations on word problems, written or verbal.
Operations & Algebraic Thinking (OA) Using Addition using Letter for Unknown
MCC3.OA.8; MCC4.OA.3; for Grade 5 use MCC5.NBT.7
If a word problem is not a printed part of the activity, create a verbal word problem. Document it.
MCC3.OA.8; MCC4.OA.3; for Grade 5 use MCC5.NBT.7
Operations & Algebraic Thinking (OA) Addition with Word Problems
HTEFW materials created by Susan Murray, Columbia County Schools & Jessie Moreau, Gwinnett County
MCC3.OA.8; MCC4.OA.3; for Grade 5 use MCC5.NBT.7
Operations & Algebraic Thinking (OA) Subtraction with Word Problems
HTEFW materials created by Jessie Moreau, Gwinnett County and Susan Murray, Columbia County Schools
Addition/Subtraction worksheets created by Kathy Sprouse, McIntosh County; Spindle addition created by Juanita Pritchard, Cobb County; Bowling Addition materials created by Tammy Nash & Sarah Sargeant, Gwinnett County Schools
Use manipulatives & number lines
Be sure to use word problems, written or
spoken for these activities
Operations & Algebraic Thinking (OA) Addition & Subtraction with Word Problems
MCC3.OA.8; MCC4.OA.3; use MCC5.NBT.7
for Grade 5
“The Great Kapok Tree” Math materials created by Christy Smith, Gordon County Schools
“The Great Kapok
Tree” math materials
Use manipulatives and number lines
Operations & Algebraic Thinking (OA) Addition & Subtraction with Word Problems
MCC3.OA.8; MCC4.OA.3; use MCC5.NBT.7
for Grade 5
Number line created by Christy Smith, Gordon County Schools
Equals Math,
Chapter 7, Levels 1 & 2
Use manipulatives and number lines
Operations & Algebraic Thinking (OA) Addition & Subtraction with Word Problems
MCC3.OA.8; MCC4.OA.3; use MCC5.NBT.7
for Grade 5
“Spaghetti & Meatballs” math materials created by Christy Smith, Gordon County Schools & Jessie Moreau, Gwinnett County Schools
Using literature with math focus, “Spaghetti and Meatballs for All” by Marilyn Burns to work on addition and multiplication
Operations & Algebraic Thinking (OA) Addition & Multiplication with Word Problems
MCC3.OA.8; MCC4.OA.3; use MCC5.NBT.7
for Grade 5
• MCC3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
• MCC4.NBT.3 Use place value understanding to round multi‐digit whole numbers to any place.
• MCC5.NBT.7 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. (May use whole numbers as a prerequisite.)
Common Core Math (CCGPS) N&O – Base 10 (NBT)
Place Value
Use “Pay to the Next Dollar” and Rounding Up for Place Value Concepts
MCC3.NBT.1, MCC4.NBT.3, MCC5.NBT.7
HTEFW Shopping materials created by Susan Murray, Columbia County and Jessie Moreau, Gwinnett County Public Schools
N&O – Base 10 (NBT) Rounding Up Using Place Value
MCC3.NBT.1, MCC4.NBT.3
Using place value with money to round up from ones, to tens, to hundreds ($1.00)
Place Value with Money materials created by Jessie Moreau, Gwinnett County Public Schools
N&O – Base 10 (NBT) Place Value
1 5
Using number stickers and manipulatives to work addition with place values
+ +
+ +
MCC3.NBT.1, MCC4.NBT.3, MCC5.NBT.7
Place Value materials created by Jessie Moreau, Gwinnett County Public Schools
N&O – Base 10 (NBT) Place Value
Common Core Math (CCGPS) N&O – Fractions (NF)
MCC3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
MCC3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
MCC5.NF.2 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 + ½ = 3/7, by observing that 3/7 < ½. Use of fractions with common denominators is at a prerequisite skill level for Grade 5.)
N&O – Fractions (NF) MCC3.NF.1 - Parts to a Whole
Banana, Apple and Pizza Parts to Whole materials created by Jessie Moreau, Gwinnett County Schools
Using a number line to find equivalent fractions
N&O – Fractions (NF) Equivalent Fractions
MCC3.NF.2a (requires number line)
1/2
MCC3.NF.3a, b
Apple Fraction materials created by Jessie Moreau, Gwinnett County Schools
N&O – Fractions (NF) Equivalent Fractions
MCC3.NF.3a, MCC3.NF.3b
Use story, “Piece=Part=Portion” by Scott Gifford for
instruction and reading informational text.
Pizza Fraction materials created by Jessie Moreau, Gwinnett County Schools
N&O – Fractions (NF) Addition of Fractions with Common Denominators
MCC4.NF.3a,b; MCC5.NF.2
Pizza Addition worksheet created by Becky Kidwell, Gwinnett County; Food Fraction Addition created by Jessie Moreau, Gwinnett County Schools
Using candy bars (Snack size Hershey & Kit Kat bars for addition of fractions
1 1 4
“Hershey Bar Fractions” PowerPoint created by Susan Murray, Columbia County; other fraction materials created by Jessie Moreau, Gwinnett County Schools
N&O – Fractions (NF) Addition of Fractions with Common Denominators
MCC4.NF.3a,b; MCC5.NF.2
Using bowling activities with enlarged Velcro® pins and/or number line to add fractions
N&O – Fractions (NF) Addition of Fractions with Common Denominators
Bowling fraction materials created by Tammy Nash & Sara Sargeant; Enlarged pin activity picture courtesy of Nancy Dick, Gwinnett County Schools
MCC4.NF.3a,b; MCC5.NF.2
Common Core Math (CCGPS) Geometry (G)
• MCC.3.G.1 - Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
• MCC.5.G.3 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.
Geometry (G)
MCC.3.G.1; MCC.5.G.3
Identify quadrilaterals according to specific shapes: squares and rectangles.
Identify the 4 sided quadrilateral shapes: squares and rectangles
by matching the colored quadrilaterals to the white template shapes.
Identify the 4 sided quadrilateral shapes: squares and rectangles
by matching the colored quadrilaterals to the white template shapes.
• MCC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
• MCC.5.G.3 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.
Common Core Math (CCGPS) Geometry (G)
Geometry (G)
MCC.4.G.2; MCC.5.G.3
Identify figures based upon absence of parallel lines (triangles) and the presence of parallel lines (squares/rectangles/rhombuses)
using tangram shapes from “Grandfather Tang’s Story”
Common Core Math (CCGPS) Geometry (G)
Grade 5:
MCC5.G.2 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.
Geometry (G) Graphing Points and Interpreting Values of Ordered Pairs in the Coordinate Plane
MCC5.G.2
HTEFW Coordinate Plane materials created by Jessie Moreau, Gwinnett County
Geometry (G) Graphing Points and Interpreting Values
of Ordered Pairs in the Coordinate Plane – MCC.5.G.2
Candy Coordinate Plane materials created by Susan Wadkins; Recycling Coordinate Plane materials created by Lori Young & Jessie Moreau, Gwinnett County Schools
Common Core Math (CCGPS) Measurement & Data (MD)
MCC3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Solve one‐ and two‐step “how many more” and “how many less” problems using information presented in scaled bar graphs.
Measurement & Data (MD) Creating Picture & Bar Graphs;
Solving Problems using Information from Graphs
MCC3.MD.3
“Fast Food” graphing materials created by Jessie Moreau, Gwinnett County Schools
Pictographs utilize pictures; Bar Graphs utilize columns/rows of color Be sure students answer questions about the graphs they have created
Measurement & Data (MD) Creating Picture Graphs;
Solving Problems using Information from Graphs MCC3.MD.3
“Whiz Bang Worm Sundae” graphing materials created by Jessie Moreau, Gwinnett County Schools
Pictographs utilize pictures; Be sure students answer questions about the graphs they have created
Measurement & Data (MD) Creating Picture & Bar Graphs;
Solving Problems using Information from Graphs
MCC3.MD.3
Bowling graphing materials created by Jessie Moreau, Gwinnett County Schools
Pictographs utilize pictures; Bar Graphs utilize columns/rows of color Be sure students answer questions about the graphs they have created
Common Core Math (CCGPS) Measurement & Data (MD)
• MCC3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
• MCC3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole‐number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
Measurement & Data (MD) Tiling to find Area
MCC3.MD.6, MCC3.MD.7
Tiling work space with sheets of paper (improvised unit)
MCC.4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... MCC.5.MD 1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05m), and use these conversions in solving multi-step, real world problems.
Measurement & Data (MD)
Measurement & Data (MD) MCC4.MD.4; MCC5.MD.2
Chocolate Milk Measurement materials created by Jessie Moreau, Gwinnett County Schools
Expressing larger units in terms of smaller units
Converting cups, pints, quarts, and gallons using chocolate milk
MCC4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. MCC5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 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.
Measurement & Data (MD)