Imagine Math Standards Alignment for PreK–Grade 8

8ee8720923858bb9

Imagine Math Standards Alignment for PreK–Grade 8

Imagine Math • Texas imaginelearning.com/math

1

Mathematical Practices and Processes in Imagine Math For more than fifteen years, our foundation has been helping students acquire, develop, and

strengthen the language skills necessary to fully participate in academic settings and prepare for

college and careers. At Imagine Learning, we believe that language is at the center of how students

develop and demonstrate mathematical understanding.

In addition to grade-level standards focused on mastering specific skills over time, each state’s

standards articulate a series of practice and process standards that span all grade levels. These

practices and processes emphasize key mathematical paradigms, including perseverance in problem

solving, critical thinking, mathematical modeling, and communication. These habits of strong

mathematical thinkers are developed over many years. They require that students be provided with

an abundance of opportunities to think deeply about mathematics in settings where they can safely

explore new ideas and synthesize mathematical concepts within their current grade and across

school years.

Imagine Math was intentionally designed to provide students with a welcoming environment to

develop these powerful habits throughout their mathematical journey, from Prekindergarten through

high school. We believe that meaningful opportunities in our personalized software prepare students

for mathematical discourse, and ultimately for success in college and careers.

Supplemental and Review Lessons in Imagine Math Imagine Math is a research-based, personalized supplemental math solution with a focus on

scaffolding up to grade-level proficiency. Through age-appropriate learning environments and a

system of adaptive and standards-aligned benchmark and formative assessments, Imagine Math

keeps students in their zone of proximal development. In Prekindergarten through Grade 2, Imagine

Math focuses on developing a solid understanding of core math concepts and strongly supporting

cognitive development. As such, the program includes logic problems, puzzles, pattern games, and

other extensions of grade level material—these lessons are listed as “Supplemental.” Starting in

Grade 3, Imagine Math learning pathways may include review content to help support grade level

success for students who benefit from such intentional scaffolds; these lessons are identified as

“Review.”

Copyright © 2020 Imagine Learning, Inc. All rights reserved.


2

Table of Contents Texas Prekindergarten Guidelines Aligned to Imagine Math Lessons ................... 3

Prekindergarten ................................................................................................ 3

Texas Essential Knowledge and Skills for Mathematics Aligned to Imagine Math Lessons .............................................................................................................. 15

Kindergarten ................................................................................................... 15

Grade 1 ........................................................................................................... 28

Grade 2 ........................................................................................................... 47

Grade 3 ........................................................................................................... 62

Grade 4 ........................................................................................................... 71

Grade 5 ........................................................................................................... 80

Grade 6 ........................................................................................................... 88

Grade 7 ........................................................................................................... 98

Grade 8 ......................................................................................................... 106

Imagine Math Lessons Aligned to Texas Prekindergarten Guidelines ............... 114

Prekindergarten ............................................................................................ 114

Imagine Math Lessons Aligned to Texas Essential Knowledge and Skills for Mathematics ..................................................................................................... 125

Kindergarten ................................................................................................. 125

Grade 1 ......................................................................................................... 136

Grade 2 ......................................................................................................... 150

Grade 3 ......................................................................................................... 160

Grade 4 ......................................................................................................... 164

Grade 5 ......................................................................................................... 168

Grade 6 ......................................................................................................... 171

Grade 7 ......................................................................................................... 176

Grade 8 ......................................................................................................... 180


3

Texas Prekindergarten Guidelines Aligned to Imagine Math Lessons

Prekindergarten Texas Prekindergarten Guidelines Aligned to Prekindergarten Imagine Math Lessons

TEXAS PREKINDERGARTEN GUIDELINES IMAGINE MATH

Prekindergarten Lessons

PK.A1 Counting Skills

PK.A1 Child knows that objects, or parts of an object, can be counted.

• The digit and number 1 • First ordinal position • Counting to two and the digit 2 • Two and the concept of a pair • Comparing and grouping objects by two attributes • Counting to three and the digit 3 • Triangles: 3 sides, 3 angles • Number composition of 3 • Word problems: story with a question • Counting to four and the digit 4 • Ordinal counting up to 4 and comparison • Counting to five and the digit 5 • Review of number composition and counting • Review of comparison and introduction of counting down • Word problems with numbers up to 5 • Counting to six and the digit 6 • Ordinal counting and comparison up to 6 • Word problems with numbers up to 6 • Ordinal counting and comparison up to 7 • Word problems with numbers up to 7 • Word problems with numbers up to 9 • Word problems with numbers up to 10 • Using a ruler to compare numbers • Review, I • Review, II • Review, III • Review, IV • Review, V • Review, VII


PK.A2 Child uses words to rote count from 1 to 30.

• The digit and number 1 • First ordinal position • Counting to two and the digit 2 • Two and the concept of a pair • Ordinal counting up to two • Comparing and grouping objects by two


4


Prekindergarten Lessons attributes • Counting to three and the digit 3 • Ordinal counting up to 3 • Triangles: 3 sides, 3 angles • Number composition of 3 • Word problems: story with a question • Counting to four and the digit 4 • Ordinal counting up to 4 and comparison • Counting to five and the digit 5 • Ordinal counting and comparison up to 5 • Number composition of 5 • Review of number composition and counting • Review of comparison and introduction of counting down • Word problems with numbers up to 5 • Counting to six and the digit 6 • Ordinal counting and comparison up to 6 • Word problems with numbers up to 6 • Counting to seven and the digit 7 • Ordinal counting and comparison up to 7 • Word problems with numbers up to 7 • Counting to eight and the digit 8 • Ordinal counting and comparison up to 8 • Word problems with numbers up to 8 • Counting to nine and the digit 9 • Ordinal counting and comparison up to 9 • Word problems with numbers up to 9 • Counting to 10 and representing 10 • Ordinal counting and comparison up to 10 • Word problems with numbers up to 10 • Using a ruler to compare numbers • Addition and subtraction with a ruler, I • Addition and subtraction with a ruler, II • Review, I • Review, II • Review, III • Review, IV • Review, V • Review, VII


PK.A3 Child counts 1–10 items, with one count per item.

• The digit and number 1 • First ordinal position • Counting to two and the digit 2 • Two and the concept of a pair • Comparing and grouping objects by two attributes


5


Prekindergarten Lessons • Counting to three and the digit 3 • Triangles: 3 sides, 3 angles • Number composition of 3 • Word problems: story with a question • Counting to four and the digit 4 • Ordinal counting up to 4 and comparison • Counting to five and the digit 5 • Review of number composition and counting • Review of comparison and introduction of counting down • Word problems with numbers up to 5 • Counting to six and the digit 6 • Ordinal counting and comparison up to 6 • Word problems with numbers up to 6 • Counting to seven and the digit 7 • Ordinal counting and comparison up to 7 • Word problems with numbers up to 7 • Counting to eight and the digit 8 • Ordinal counting and comparison up to 8 • Word problems with numbers up to 8 • Counting to nine and the digit 9 • Ordinal counting and comparison up to 9 • Word problems with numbers up to 9 • Counting to 10 and representing 10 • Word problems with numbers up to 10 • Using a ruler to compare numbers • Review, I • Review, II • Review, III • Review, IV • Review, V • Review, VII


PK.A4 Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted.

• The digit and number 1 • First ordinal position • Counting to two and the digit 2 • Two and the concept of a pair • Comparing and grouping objects by two attributes • Counting to three and the digit 3 • Triangles: 3 sides, 3 angles • Number composition of 3 • Word problems: story with a question • Counting to four and the digit 4 • Ordinal counting up to 4 and comparison • Counting to five and the digit 5 • Review of number composition and


6


Prekindergarten Lessons counting • Review of comparison and introduction of counting down • Word problems with numbers up to 5 • Counting to six and the digit 6 • Ordinal counting and comparison up to 6 • Word problems with numbers up to 6 • Counting to seven and the digit 7 • Ordinal counting and comparison up to 7 • Word problems with numbers up to 7 • Counting to eight and the digit 8 • Ordinal counting and comparison up to 8 • Word problems with numbers up to 8 • Counting to nine and the digit 9 • Ordinal counting and comparison up to 9 • Word problems with numbers up to 9 • Counting to 10 and representing 10 • Word problems with numbers up to 10 • Using a ruler to compare numbers • Review, I • Review, II • Review, III • Review, IV • Review, V • Review, VII


PK.A5 Child counts up to 10 items and demonstrates that the last count indicates how many items were counted.

• The digit and number 1 • First ordinal position • Counting to two and the digit 2 • Two and the concept of a pair • Comparing and grouping objects by two attributes • Counting to three and the digit 3 • Triangles: 3 sides, 3 angles • Number composition of 3 • Word problems: story with a question • Counting to four and the digit 4 • Ordinal counting up to 4 and comparison • Counting to five and the digit 5 • Review of number composition and counting • Review of comparison and introduction of counting down • Word problems with numbers up to 5 • Counting to six and the digit 6 • Ordinal counting and comparison up to 6 • Word problems with numbers up to 6 • Counting to seven and the digit 7


7


Prekindergarten Lessons • Ordinal counting and comparison up to 7 • Word problems with numbers up to 7 • Counting to eight and the digit 8 • Ordinal counting and comparison up to 8 • Word problems with numbers up to 8 • Counting to nine and the digit 9 • Ordinal counting and comparison up to 9 • Word problems with numbers up to 9 • Counting to 10 and representing 10 • Word problems with numbers up to 10 • Using a ruler to compare numbers • Review, I • Review, II • Review, III • Review, IV • Review, V • Review, VII


PK.A7 Child uses the verbal ordinal terms.

• Size: big and small • Comparing and ordering by width, II • Sequences: First and last • Addition with manipulatives, III • First ordinal position • Number composition of 2 • Ordinal counting up to two • Ordinal counting up to 3 • Number composition of 3 • Ordinal counting up to 4 and comparison • Ordinal counting and comparison up to 5 • Number composition of 5 • Review of number composition and counting • Ordinal counting and comparison up to 6 • Word problems with numbers up to 6 • Ordinal counting and comparison up to 7 • Word problems with numbers up to 7 • Ordinal counting and comparison up to 8 • Word problems with numbers up to 8 • Ordinal counting and comparison up to 9 • Word problems with numbers up to 9 • Ordinal counting and comparison up to 10 • Review, I • Review, VII


8


Prekindergarten Lessons


PK.A9 Child recognizes one-digit numerals, 0–9.

• The digit and number 1 • First ordinal position • Practice using the number 1 • The digit and number 0 • Practice using the numbers 0 and 1 • Counting to two and the digit 2 • Ordinal counting up to two • Counting to three and the digit 3 • Ordinal counting up to 3 • Counting to four and the digit 4 • Ordinal counting up to 4 and comparison • Number composition of 4, I • Counting to five and the digit 5 • Ordinal counting and comparison up to 5 • Number composition of 5 • Review of number composition and counting • Counting to six and the digit 6 • Word problems with numbers up to 6 • Counting to seven and the digit 7 • Ordinal counting and comparison up to 7 • Word problems with numbers up to 7 • Counting to eight and the digit 8 • Counting to nine and the digit 9 • Word problems with numbers up to 9 • Counting to 10 and representing 10 • Using a ruler to compare numbers • Addition and subtraction with a ruler, II • Review, III

PK.B1 Adding To/Taking Away Skills

PK.B1 Child uses concrete objects, creates pictorial models and shares a verbal word problem for adding up to 5 objects.

• Making equal by increasing, I • Making equal by increasing, II • Making equal by increasing, III • Addition with manipulatives, I • Addition with manipulatives, II • Addition with manipulatives, III • Addition with manipulatives, IV • Addition and subtraction with manipulatives • The digit and number 0 • Practice using the numbers 0 and 1 • Number composition of 2 • Triangles: 3 sides, 3 angles • Number composition of 3 • Word problems: story with a question • Solving word problems with the numbers 1, 2, 3 • Counting to four and the digit 4 • Number composition of 4, I


9


Prekindergarten Lessons • Number composition of 4, II • Counting to five and the digit 5 • Number composition of 5 • Review of number composition and counting • Word problems with numbers up to 5 • Counting to six and the digit 6 • Word problems with numbers up to 6 • Counting to seven and the digit 7 • Word problems with numbers up to 7 • Counting to eight and the digit 8 • Word problems with numbers up to 8 • Counting to nine and the digit 9 • Word problems with numbers up to 9 • Word problems with numbers up to 10 • Review, I • Review, III • Review, IV


PK.B2 Child uses concrete models or makes a verbal word problem for subtracting 0–5 objects from a set.

• Making equal by decreasing, III • Subtraction with manipulatives, I • Subtraction with manipulatives, II • Subtraction with manipulatives, III • Addition and subtraction with manipulatives • The digit and number 0 • Practice using the numbers 0 and 1 • Number composition of 2 • Triangles: 3 sides, 3 angles • Word problems: story with a question • Solving word problems with the numbers 1, 2, 3 • Word problems with numbers up to 5 • Word problems with numbers up to 6 • Word problems with numbers up to 7 • Word problems with numbers up to 8 • Word problems with numbers up to 9 • Word problems with numbers up to 10 • Review, II • Review, III • Review, V


PK.B3 Child uses informal strategies to separate up to 10 items into equal groups.

• Dividing into equal groups • Comparing quantities: Inequality, III • Number composition of 2 • Word problems with numbers up to 6

PK.C1 Geometry and Spatial Sense Skills

PK.C1 Child names common shapes. • Circles and polygons • Triangles, rectangles, and squares • Comparing and grouping objects by size, color, and shape


10


Prekindergarten Lessons • Sequences: First and last • Comparing quantities: Inequality, I • Making equal by decreasing, III • Addition with manipulatives, III • First ordinal position • Two and the concept of a pair • Comparing and grouping objects by two attributes • Triangles: 3 sides, 3 angles • Word problems: story with a question • Number composition of 4, I • Number composition of 4, II • Number composition of 5 • Review of number composition and counting • Counting to nine and the digit 9 • Counting to 10 and representing 10 • Review, I • Review, IV • Review, V


PK.C2 Child creates shapes.

• Grouping by color and shape • Event sequences: First and next • Making equal by increasing, I • Making equal by increasing, II • Making equal by increasing, III • Making equal by decreasing, I • Addition with manipulatives, I • Addition with manipulatives, III • Addition with manipulatives, IV • Practice using the number 1 • Practice using the numbers 0 and 1 • Ordinal counting up to two • Triangles: 3 sides, 3 angles • Ordinal counting up to 4 and comparison • Number composition of 4, I • Number composition of 4, II • Number composition of 5 • Review, III • Review, VI • Review, VII


PK.C3

Child demonstrates use of location words (such as “over,” “under,” “above,” “on,” “beside,” “next to,” “between,” “in front of,” “near,” “far,” etc.).

• Location words: On, under, above, next to • Location words: Behind, in front of, between • Circles and polygons • Location words: above, below, up, down • Size: big and small • Location words: Left and right


11


Prekindergarten Lessons • Comparing and grouping objects by size, color, and shape • Sequences: First and last • Patterns • Dividing into equal groups • Comparing quantities: More-Fewer, I • Comparing quantities: Inequality, II • Making equal by decreasing, II • Making equal by decreasing, III • The digit and number 0 • Triangles: 3 sides, 3 angles • Number composition of 4, II • Word problems with numbers up to 6 • Counting to nine and the digit 9 • Ordinal counting and comparison up to 9 • Ordinal counting and comparison up to 10 • Addition and subtraction with a ruler, I • Review, I • Review, IV • Review, VII


PK.C4 Child slides, flips, and turns shapes to demonstrate that the shapes remain the same.

• Circles and polygons • Grouping by color and shape • Triangles, rectangles, and squares • Comparing and ordering by height, II • Comparing and ordering by width, II • Comparing quantities: Equality I • Making equal by increasing, I • Making equal by increasing, II • Making equal by decreasing, II • Subtraction with manipulatives, III • Addition and subtraction with manipulatives • The digit and number 1 • Number composition of 5 • Counting to six and the digit 6 • Review, IV

PK.D1 Measurement Skills

PK.D1 Child recognizes and compares heights or lengths of people or objects.

• Height: Tall and short • Comparing and ordering by height, I • Comparing and ordering by height, II • Length: Long and short • Comparing and ordering by length, I • Comparing and ordering by length, II • Width: Wide and narrow • Comparing and ordering by width, I • Comparing and ordering by width, II • Comparing quantities: Inequality, II • Making equal by increasing, I • Making equal by increasing, II


12


Prekindergarten Lessons • Making equal by increasing, III • Making equal by decreasing, III • Subtraction with manipulatives, II • Practice using the numbers 0 and 1 • Solving word problems with the numbers 1, 2, 3 • Review of comparison and introduction of counting down • Counting to six and the digit 6 • Ordinal counting and comparison up to 6 • Word problems with numbers up to 6

PK.D4 Measurement Skills

PK.D4 Child uses language to describe concepts associated with the passing of time.

• Circles and polygons • Event sequences: First and next • Time of day: Morning, afternoon, evening, night • Sequences: First and last • Making equal by increasing, II • Making equal by decreasing, II • Addition with manipulatives, III • First ordinal position • The digit and number 0 • Number composition of 2 • Number composition of 3 • Counting to four and the digit 4 • Counting to five and the digit 5 • Ordinal counting and comparison up to 5 • Counting to six and the digit 6 • Counting to seven and the digit 7 • Counting to eight and the digit 8 • Counting to nine and the digit 9 • Counting to 10 and representing 10 • Review, III • Review, V

PK.E1 Classification and Patterns Skills

PK.E1

Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.

• Introduction of colors • Grouping by color • Location words: On, under, above, next to • Location words: Behind, in front of, between • Circles and polygons • Grouping by color and shape • Location words: above, below, up, down • Size: big and small • Comparing and ordering by size • Triangles, rectangles, and squares • Location words: Left and right • Comparing and grouping objects by


13


Prekindergarten Lessons size, color, and shape • Height: Tall and short • Comparing and ordering by height, I • Comparing and ordering by height, II • Length: Long and short • Comparing and ordering by length, I • Comparing and ordering by length, II • Width: Wide and narrow • Comparing and ordering by width, I • Comparing and ordering by width, II • Patterns • Dividing into equal groups • Comparing quantities: More-Fewer, I • Comparing quantities: More-Fewer, II • Comparing quantities: One-Many • Comparing quantities: Inequality, II • Comparing quantities: Inequality, III • Making equal by increasing, I • Making equal by increasing, II • Making equal by increasing, III • Making equal by decreasing, III • Addition with manipulatives, I • Addition with manipulatives, II • Addition with manipulatives, III • Addition with manipulatives, IV • Subtraction with manipulatives, I • Subtraction with manipulatives, II • Subtraction with manipulatives, III • The digit and number 1 • First ordinal position • The digit and number 0 • Practice using the numbers 0 and 1 • Two and the concept of a pair • Number composition of 2 • Ordinal counting up to two • Comparing and grouping objects by two attributes • Triangles: 3 sides, 3 angles • Solving word problems with the numbers 1, 2, 3 • Number composition of 4, I • Number composition of 4, II • Number composition of 5 • Review of comparison and introduction of counting down • Counting to six and the digit 6 • Ordinal counting and comparison up to 6 • Word problems with numbers up to 6 • Counting to seven and the digit 7 • Ordinal counting and comparison up to 7 • Word problems with numbers up to 7 • Counting to eight and the digit 8 • Word problems with numbers up to 8


14


Prekindergarten Lessons • Counting to nine and the digit 9 • Word problems with numbers up to 9 • Word problems with numbers up to 10 • Using a ruler to compare numbers • Addition and subtraction with a ruler, II • Review, I • Review, II • Review, VII


PK.E2 Child collects data and organizes it in a graphic representation.

• Review, I • Review, VII


PK.E3 Child recognizes and creates patterns.

• Time of day: Morning, afternoon, evening, night • Patterns • Comparing quantities: Equality I • Dividing into equal groups • Comparing quantities: Inequality, I • Comparing quantities: Inequality, II • Making equal by increasing, II • Making equal by decreasing, I • Making equal by decreasing, II • Making equal by decreasing, III • Addition with manipulatives, II • Subtraction with manipulatives, II • Practice using the number 1 • Counting to two and the digit 2 • Ordinal counting up to two • Ordinal counting up to 3 • Number composition of 3 • Solving word problems with the numbers 1, 2, 3 • Counting to five and the digit 5 • Number composition of 5 • Review of number composition and counting • Ordinal counting and comparison up to 6 • Addition and subtraction with a ruler, II • Review, I


15

Texas Essential Knowledge and Skills for Mathematics Aligned to Imagine Math Lessons

Kindergarten Texas Essential Knowledge and Skills for Mathematics Aligned to Kindergarten Imagine Math Lessons

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS

IMAGINE MATH

Kindergarten Lessons

K.2A Number and operations

K.2A count forward and backward to at least 20 with and without objects;

• Operations with numbers 0 to 5 • Comparing numbers within 10 • Two-digit numbers and place value • Operations with 0 to 10 • Problems with two operations, I • Problems with two operations, II • Counting, ordering, and place value decomposition up to 13 • Writing numbers up to 13 in expanded form • Counting, ordering, and place value decomposition up to 19 • Addition and subtraction based on place value decomposition up to 19 • Practice addition and subtraction up to 19 • Introduction to the number 20 • Ordinals, addition, and subtraction • Counting, comparing, and ordering up to 20 • Part, part, whole and bigger quantity, smaller quantity, difference • Review ordering, place value decomposition, addition, and subtraction • Addition and subtraction up to 20 • Review: Operations within 20 and shapes • Closed and open curves • Circles and spheres, II • 2D and 3D shapes: Review • Counting and comparison • Counting, comparison, and expressions with two operations

K.2B Number and operations

K.2B read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;

• Comparing numbers within 10 • Number composition of 7 • Number composition of 8 • Number composition of 9 • Addition and subtraction • Two-digit numbers and place value • Operations with 0 to 10


16


IMAGINE MATH

Kindergarten Lessons • Using segment models for part-part-whole • Operations and word problems with 0 to 10 • Identifying the bigger quantity, smaller quantity, and difference • Finding the difference • Finding the bigger quantity • Practice finding the difference and the bigger quantity • Finding the smaller quantity • Solving comparison problems • Problems with two operations, II • Counting, ordering, and place value decomposition up to 13 • Comparing numbers up to 13 • Finding the previous and the next number up to 13 • Addition and subtraction based on place value decomposition up to 13 • Review of part, part, whole and bigger quantity, smaller quantity, difference • Counting, ordering, and place value decomposition up to 19 • Comparing numbers up to 19 • Addition and subtraction based on place value decomposition up to 19 • Practice counting, comparing, and place value decomposition up to 19 • Practice word problems and addition/subtraction up to 19 • Introduction to the number 20 • Comparing numbers and finding the difference • Counting, comparing, and ordering up to 20 • Part, part, whole and bigger quantity, smaller quantity, difference • Addition of two numbers to get 20 • Review addition, subtraction, and bigger quantity, smaller quantity, difference • Subtraction of a one-digit number from 20 • Review addition, subtraction, ordering, and two-step calculations • Review: Operations within 20 and shapes • Closed and open curves • Money • Circles and spheres, II • Squares and cubes, II • 2D and 3D shapes: Review • Review: Operations within 20, II


17


IMAGINE MATH

Kindergarten Lessons • Counting and comparison • Place value composition • Round numbers within 100 • Measurement, II

K.2C Number and operations

K.2C

count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;

• Counting, ordering, and place value decomposition up to 13 • Comparing numbers up to 13 • Counting, ordering, and place value decomposition up to 19 • Addition and subtraction based on place value decomposition up to 19 • Practice counting, comparing, and place value decomposition up to 19 • Introduction to the number 20 • Counting, comparing, and ordering up to 20 • Addition of two numbers to get 20 • Review: Operations within 20 and shapes • Closed and open curves • Money • Squares and cubes, II • Review: Operations within 20, II

K.2E Number and operations

K.2E

generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

• As many as, more, and less • Review comparing object quantities • Segment models for part-part-whole • Comparing numbers within 10 • Number composition of 7 • Number composition of 9 • Number composition of 10 • Comparing numbers using a ruler • Operations with 0 to 10 • Operations and word problems with 0 to 10 • Identifying the bigger quantity, smaller quantity, and difference • Finding the difference • Finding the bigger quantity • Finding the smaller quantity • Solving comparison problems • Problems with two operations, I • Problems with two operations, II • Counting, ordering, and place value decomposition up to 13 • Finding the previous and the next number up to 13 • Writing numbers up to 13 in expanded form • Addition and subtraction based on place


18


IMAGINE MATH

Kindergarten Lessons value decomposition up to 13 • Review of part, part, whole and bigger quantity, smaller quantity, difference • Comparing numbers up to 19 • Addition and subtraction based on place value decomposition up to 19 • Writing numbers up to 19 in expanded form • Practice counting, comparing, and place value decomposition up to 19 • Practice addition and subtraction up to 19 • Practice word problems and addition/subtraction up to 19 • Introduction to the number 20 • Ordinals, addition, and subtraction • Comparing numbers and finding the difference • Counting, comparing, and ordering up to 20 • Part, part, whole and bigger quantity, smaller quantity, difference • Addition of two numbers to get 20 • Review addition, subtraction, and bigger quantity, smaller quantity, difference • Review ordering, place value decomposition, addition, and subtraction • Subtraction of a one-digit number from 20 • Addition and subtraction up to 20 • Rays and segments • Circles and spheres, I • Money • Squares and cubes, I • Circles, rectangles, and cylinders, I • Review: Operations within 20, I • Review: Operations within 20, II • Counting and comparison • Counting, comparison, and expressions with two operations • Place value composition • Round numbers within 100 • Counting by tens • Two-digit numbers above 20, I • Two-digit numbers above 20, II • Two-digit numbers above 20, III • Measurement, II

K.2F Number and operations

K.2F generate a number that is one more than or one less than another number up to at least 20;

• Two-digit numbers and place value • Comparing numbers using a ruler • Counting, ordering, and place value decomposition up to 13


19


IMAGINE MATH

Kindergarten Lessons • Finding the previous and the next number up to 13 • Counting, ordering, and place value decomposition up to 19 • Introduction to the number 20 • Ordinals, addition, and subtraction • Comparing numbers and finding the difference • Subtraction of a one-digit number from 20 • Points, straight lines, and curved lines • Rays and segments • Closed and open curves • Polygons • Circles and spheres, I • Money • Squares and cubes, II • Circles, rectangles, and cylinders, I • 2D and 3D shapes: Review • Review: Operations within 20, II • Counting by tens • Two-digit numbers above 20, II • Measurement, II

K.2G Number and operations

K.2G compare sets of objects up to at least 20 in each set using comparative language;

• As many as, more, and less • Review comparing object quantities • Segment models for part-part-whole • Comparing numbers within 10 • Number composition of 7 • Number composition of 9 • Number composition of 10 • Comparing numbers using a ruler • Operations with 0 to 10 • Operations and word problems with 0 to 10 • Identifying the bigger quantity, smaller quantity, and difference • Finding the difference • Finding the bigger quantity • Finding the smaller quantity • Solving comparison problems • Problems with two operations, I • Problems with two operations, II • Counting, ordering, and place value decomposition up to 13 • Finding the previous and the next number up to 13 • Writing numbers up to 13 in expanded form • Addition and subtraction based on place value decomposition up to 13 • Review of part, part, whole and bigger quantity, smaller quantity, difference


20


IMAGINE MATH

Kindergarten Lessons • Comparing numbers up to 19 • Addition and subtraction based on place value decomposition up to 19 • Writing numbers up to 19 in expanded form • Practice counting, comparing, and place value decomposition up to 19 • Practice addition and subtraction up to 19 • Practice word problems and addition/subtraction up to 19 • Introduction to the number 20 • Ordinals, addition, and subtraction • Comparing numbers and finding the difference • Counting, comparing, and ordering up to 20 • Part, part, whole and bigger quantity, smaller quantity, difference • Addition of two numbers to get 20 • Review addition, subtraction, and bigger quantity, smaller quantity, difference • Review ordering, place value decomposition, addition, and subtraction • Subtraction of a one-digit number from 20 • Addition and subtraction up to 20 • Rays and segments • Circles and spheres, I • Money • Squares and cubes, I • Circles, rectangles, and cylinders, I • Review: Operations within 20, I • Review: Operations within 20, II • Counting and comparison • Counting, comparison, and expressions with two operations • Place value composition • Round numbers within 100 • Counting by tens • Two-digit numbers above 20, I • Two-digit numbers above 20, II • Two-digit numbers above 20, III • Measurement, II

K.2H Number and operations

K.2H use comparative language to describe two numbers up to 20 presented as written numerals; and

• Greater than and less than: > and < signs • Operations with numbers 0 to 5 • Comparing numbers using a ruler • Finding the difference • Practice finding the difference and the bigger quantity


21


IMAGINE MATH

Kindergarten Lessons • Finding the previous and the next number up to 13 • Part, part, whole and bigger quantity, smaller quantity, difference • Review addition, subtraction, and bigger quantity, smaller quantity, difference • Money

K.2I Number and operations

K.2I compose and decompose numbers up to 10 with objects and pictures.

• Operations with numbers 0 to 5 • Number composition of 6 • Number composition of 7 • Number composition of 8 • Number composition of 9 • Number composition of 10 • Addition of two numbers to get 20 • 2D and 3D shapes: Review

K.3A Number and operations

K.3A model the action of joining to represent addition and the action of separating to represent subtraction;

• Operations with numbers 0 to 5 • Introduction of part-part-whole • Segment models for part-part-whole • Commutative property of addition • Number composition of 7 • Number composition of 8 • Number composition of 9 • Addition and subtraction • Number composition of 10 • Comparing numbers using a ruler • Properties of 0 • Operations with 0 to 10 • Operations and word problems with 0 to 10 • Identifying the bigger quantity, smaller quantity, and difference • Finding the difference • Finding the bigger quantity • Practice finding the difference and the bigger quantity • Finding the smaller quantity • Solving comparison problems • Finding the previous and the next number up to 13 • Writing numbers up to 13 in expanded form • Addition and subtraction based on place value decomposition up to 13 • Review of part, part, whole and bigger quantity, smaller quantity, difference • Comparing numbers up to 19 • Addition and subtraction based on place value decomposition up to 19


22


IMAGINE MATH

Kindergarten Lessons • Writing numbers up to 19 in expanded form • Practice counting, comparing, and place value decomposition up to 19 • Practice addition and subtraction up to 19 • Practice word problems and addition/subtraction up to 19 • Introduction to the number 20 • Ordinals, addition, and subtraction • Comparing numbers and finding the difference • Counting, comparing, and ordering up to 20 • Part, part, whole and bigger quantity, smaller quantity, difference • Addition of two numbers to get 20 • Review addition, subtraction, and bigger quantity, smaller quantity, difference • Review ordering, place value decomposition, addition, and subtraction • Subtraction of a one-digit number from 20 • Addition and subtraction up to 20 • Circles and spheres, I • Squares and cubes, I • Circles, rectangles, and cylinders, I • 2D and 3D shapes: Review • Review: Operations within 20, I • Review: Operations within 20, II • Counting and comparison • Counting, comparison, and expressions with two operations • Place value composition • Round numbers within 100 • Counting by tens • Two-digit numbers above 20, II • Two-digit numbers above 20, III • Measurement, II

K.3B Number and operations

K.3B solve word problems using objects and drawings to find sums up to 10 and differences within 10; and

• Segment models for part-part-whole • Commutative property of addition • Number composition of 7 • Number composition of 9 • Number composition of 10 • Comparing numbers using a ruler • Operations with 0 to 10 • Operations and word problems with 0 to 10 • Review of part, part, whole and bigger quantity, smaller quantity, difference • Practice counting, comparing, and place


23


IMAGINE MATH

Kindergarten Lessons value decomposition up to 19 • Practice word problems and addition/subtraction up to 19 • Ordinals, addition, and subtraction • Comparing numbers and finding the difference • Part, part, whole and bigger quantity, smaller quantity, difference • Review addition, subtraction, and bigger quantity, smaller quantity, difference • Review addition, subtraction, ordering, and two-step calculations • Rays and segments • Money • Squares and cubes, I • Review: Operations within 20, I • Counting and comparison • Place value composition • Round numbers within 100 • Two-digit numbers above 20, I • Two-digit numbers above 20, III

K.3C Number and operations

K.3C

explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

• Segment models for part-part-whole • Commutative property of addition • Number composition of 7 • Number composition of 9 • Number composition of 10 • Comparing numbers using a ruler • Operations with 0 to 10 • Operations and word problems with 0 to 10 • Review of part, part, whole and bigger quantity, smaller quantity, difference • Practice counting, comparing, and place value decomposition up to 19 • Practice word problems and addition/subtraction up to 19 • Ordinals, addition, and subtraction • Comparing numbers and finding the difference • Part, part, whole and bigger quantity, smaller quantity, difference • Review addition, subtraction, and bigger quantity, smaller quantity, difference • Review addition, subtraction, ordering, and two-step calculations • Rays and segments • Money • Squares and cubes, I • Review: Operations within 20, I • Counting and comparison


24


IMAGINE MATH

Kindergarten Lessons • Place value composition • Round numbers within 100 • Two-digit numbers above 20, I • Two-digit numbers above 20, III

K.4 Counting Skills

K.4 Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted.

• Money

K.5 Counting Skills

K.5 Child counts up to 10 items and demonstrates that the last count indicates how many items were counted.

• Comparing numbers within 10 • Two-digit numbers and place value • Operations with 0 to 10 • Problems with two operations, I • Problems with two operations, II • Counting, ordering, and place value decomposition up to 13 • Writing numbers up to 13 in expanded form • Counting, ordering, and place value decomposition up to 19 • Comparing numbers up to 19 • Addition and subtraction based on place value decomposition up to 19 • Writing numbers up to 19 in expanded form • Addition and subtraction with a one- and a two-digit numbers up to 19 • Practice addition and subtraction up to 19 • Introduction to the number 20 • Ordinals, addition, and subtraction • Comparing numbers and finding the difference • Counting, comparing, and ordering up to 20 • Part, part, whole and bigger quantity, smaller quantity, difference • Review ordering, place value decomposition, addition, and subtraction • Addition and subtraction up to 20 • Review: Operations within 20 and shapes • Closed and open curves • Circles and spheres, I • Circles and spheres, II • Squares and cubes, II • 2D and 3D shapes: Review • Counting and comparison • Counting, comparison, and expressions with two operations • Round numbers within 100


25


IMAGINE MATH

Kindergarten Lessons • Identifying and comparing round numbers • Counting by tens • Two-digit numbers above 20, II • Two-digit numbers above 20, III

K.6D Geometry and measurement

K.6D identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably;

• Comparing numbers up to 13 • Polygons • Review: Operations within 20, I

K.6E Geometry and measurement

K.6E

classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and

• Comparing, matching, and grouping by various attributes, II • Comparing, matching, and grouping by various attributes, III • Length and width; comparing and ordering objects by these attributes • Circles, rectangles, and cylinders, II • 2D and 3D shapes: Review • Counting and comparison

K.6F Geometry and measurement

K.6F create two-dimensional shapes using a variety of materials and drawings.

• Polygons • Squares and cubes, II

K.7A Geometry and measurement

K.7A give an example of a measurable attribute of a given object, including length, capacity, and weight; and

• Length and width; comparing and ordering objects by these attributes • Volume; comparing and ordering objects by volume • Weight • Operations with 0 to 10 • Review addition, subtraction, ordering, and two-step calculations

K.7B Geometry and measurement

K.7B

compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

• Length and width; comparing and ordering objects by these attributes • Volume; comparing and ordering objects by volume • Weight • Equality and inequality: Equal and not equal signs • Review comparing object quantities • Number composition of 7 • Number composition of 8 • Comparing numbers using a ruler • Properties of 0 • Using segment models for part-part-whole • Operations and word problems with 0 to 10


26


IMAGINE MATH

Kindergarten Lessons • Finding the bigger quantity • Writing numbers up to 13 in expanded form • Writing numbers up to 19 in expanded form • Addition and subtraction up to 20 • Closed and open curves • Measurement, I • Measurement, II

K.8A Data analysis

K.8A collect, sort, and organize data into two or three categories;

• Comparing, matching, and grouping by various attributes, I • Comparing, matching, and grouping by various attributes, II • Weight • Equality and inequality: Equal and not equal signs • Greater than and less than: > and < signs • Review comparing object quantities • Number composition of 8 • Properties of 0 • Operations with 0 to 10 • Using segment models for part-part-whole • Operations and word problems with 0 to 10 • Finding the difference • Counting, ordering, and place value decomposition up to 13 • Comparing numbers up to 13 • Writing numbers up to 13 in expanded form • Counting, ordering, and place value decomposition up to 19 • Addition and subtraction based on place value decomposition up to 19 • Writing numbers up to 19 in expanded form • Comparing numbers and finding the difference • Part, part, whole and bigger quantity, smaller quantity, difference • Review addition, subtraction, and bigger quantity, smaller quantity, difference • Subtraction of a one-digit number from 20 • Review: Operations within 20 and shapes • Closed and open curves • Polygons • Circles and spheres, I


27


IMAGINE MATH

Kindergarten Lessons • Money • Circles and spheres, II • Squares and cubes, I • Squares and cubes, II • Circles, rectangles, and cylinders, I • Circles, rectangles, and cylinders, II • 2D and 3D shapes: Review • Counting and comparison • Two-digit numbers above 20, I • Two-digit numbers above 20, II • Measurement, I • Measurement, II

K.8B Data analysis

K.8B use data to create real-object and picture graphs; and • Money

K.8C Data analysis

K.8C draw conclusions from real-object and picture graphs. • Money

K.9A Personal financial literacy

K.9A identify ways to earn income; • Money

K.9B Personal financial literacy

K.9B differentiate between money received as income and money received as gifts; • Money

K.9C Personal financial literacy

K.9C list simple skills required for jobs; and • Money

K.9D Personal financial literacy

K.9D distinguish between wants and needs and identify income as a source to meet one's wants and needs.

• Money


28

Grade 1 Texas Essential Knowledge and Skills for Mathematics Aligned to Grade 1 Imagine Math Lessons

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS IMAGINE MATH

Grade 1 Lessons

1.2B Number and operations

1.2B

use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

• Finding the minuend, subtrahend, or difference given the other two • Properties of 0 • Place value decomposition • Practice place value decomposition • Expressions with two operations • Commutative property and expressions with two operations • Adding one-digit numbers by making ten: Adding 2, 3 • Review evaluating expressions with two operations • Round numbers up to 100, I • Round numbers up to 100, II • Addition of round numbers • Subtraction of round numbers • Addition and subtraction of round numbers, II • Numbers 21-99 • Place value decomposition, ordering, and comparison up to 99, I • Place value decomposition, ordering, and comparison up to 99, II • Addition based on place value • Subtraction based on place value • Addition and subtraction based on place value • Review addition and subtraction based on place value • Addition of a one- and a two-digit number, I • Addition of a one- and a two-digit number, II • Subtraction of a one-digit number from a two-digit number, I • Subtraction of a one-digit number from a two-digit number, II • Addition and subtraction with a one- and a two-digit number • Review addition and subtraction with a one- and a two-digit number • The number 100 • Addition and subtraction up to 100 • Numbers 101-120, I • Numbers 101-120, II

1.2C Number and operations


29


IMAGINE MATH

Grade 1 Lessons

1.2C use objects, pictures, and expanded and standard forms to represent numbers up to 120;

• Finding the minuend, subtrahend, or difference given the other two • Properties of 0 • Place value decomposition • Practice place value decomposition • Expressions with two operations • Commutative property and expressions with two operations • Adding one-digit numbers by making ten: Adding 2, 3 • Review evaluating expressions with two operations • Round numbers up to 100, I • Round numbers up to 100, II • Addition of round numbers • Subtraction of round numbers • Addition and subtraction of round numbers, II • Numbers 21-99 • Place value decomposition, ordering, and comparison up to 99, I • Place value decomposition, ordering, and comparison up to 99, II • Addition based on place value • Subtraction based on place value • Addition and subtraction based on place value • Review addition and subtraction based on place value • Addition of a one- and a two-digit number, I • Addition of a one- and a two-digit number, II • Subtraction of a one-digit number from a two-digit number, I • Subtraction of a one-digit number from a two-digit number, II • Addition and subtraction with a one- and a two-digit number • Review addition and subtraction with a one- and a two-digit number • The number 100 • Addition and subtraction up to 100 • Numbers 101-120, I • Numbers 101-120, II

1.2D Number and operations

1.2D generate a number that is greater than or less than a given whole number up to 120;

• Comparing, ordering, and number composition • Addition and subtraction as inverse operations • Place value decomposition • Adding one-digit numbers by making


30


IMAGINE MATH

Grade 1 Lessons ten: Adding 2, 3 • Adding one-digit numbers by making ten: Adding 8, 9 • Subtraction from 16 using making ten • Subtraction from 17 and 18 using making ten • Solving two-step word problems, I • Place value decomposition, ordering, and comparison up to 99, I • Addition based on place value • Addition and subtraction with a one- and a two-digit number • Addition and subtraction up to 100 • Points, lines, rays, and segments, II • Halves and quarters • Introduction to parentheses • Order of operations with and without parentheses, II • Solving equations: Unknown minuend, II • Numbers 101-120, II

1.2E Number and operations

1.2E use place value to compare whole numbers up to 120 using comparative language;

• Round numbers up to 100, I • Round numbers up to 100, II • Addition and subtraction of round numbers, I • Addition and subtraction of round numbers, II • Place value decomposition, ordering, and comparison up to 99, I • Place value decomposition, ordering, and comparison up to 99, II • Addition and subtraction based on place value • Review addition and subtraction based on place value • Addition and subtraction with a one- and a two-digit number • Review addition and subtraction with a one- and a two-digit number • The number 100 • Addition and subtraction up to 100 • Measuring length with different units, I • Triangles, quadrilaterals, and pentagons • Telling time, II • Telling time, III • Finding an unknown part in addition problems • Order of operations with and without parentheses, I • Review: Finding an unknown and expressions with parentheses • Solving equations: Unknown


31


IMAGINE MATH

Grade 1 Lessons subtrahend, II • Numbers 101-120, I • Numbers 101-120, II • Numbers 101-120, III • Money I • Money II

1.2F Number and operations

1.2F order whole numbers up to 120 using place value and open number lines; and

• Comparing and grouping objects • Comparing, ordering, and number composition • 2D shapes, counting, and number composition • Counting forward and backward • Addends and sums • Lines, rays, and segments • Place value decomposition • Place value decomposition, ordering, and comparison up to 99, I • Place value decomposition, ordering, and comparison up to 99, II • Addition and subtraction up to 100 • Review measurement • 2D and 3D shapes, V • Order of operations with and without parentheses, II • Money II

1.2G Number and operations

1.2G represent the comparison of two numbers to 100 using the symbols >, <, or =.

• Comparing, ordering, and number composition • Commutative property of addition • Place value decomposition • Practice place value decomposition • Review all cases of addition with making ten • Subtraction from 16 using making ten • Round numbers up to 100, I • Round numbers up to 100, II • Addition and subtraction of round numbers, I • Addition and subtraction of round numbers, II • Place value decomposition, ordering, and comparison up to 99, I • Place value decomposition, ordering, and comparison up to 99, II • Addition and subtraction based on place value • Review addition and subtraction based on place value • Addition and subtraction with a one- and a two-digit number


32


IMAGINE MATH

Grade 1 Lessons • Review addition and subtraction with a one- and a two-digit number • The number 100 • Addition and subtraction up to 100 • Measuring length with different units, I • Triangles, quadrilaterals, and pentagons • Telling time, II • Telling time, III • Finding an unknown part in addition problems • Order of operations with and without parentheses, I • Review: Finding an unknown and expressions with parentheses • Solving equations: Unknown subtrahend, II • Numbers 101-120, I • Money I • Money II

1.3A Number and operations

1.3A

use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99;

• Finding the minuend, subtrahend, or difference given the other two • Practice addition and subtraction • Place value decomposition • Practice place value decomposition • Expressions with two operations • Commutative property and expressions with two operations • Review: Expressions with two operations • The making ten strategy for addition • Adding one-digit numbers by making ten: Adding 2, 3 • Adding one-digit numbers by making ten: Adding 4 • Adding one-digit numbers by making ten: Adding 5 • Adding one-digit numbers by making ten: Adding 6 • Adding one-digit numbers by making ten: Adding 7 • Adding one-digit numbers by making ten: Adding 8, 9 • Review all cases of addition with making ten • Subtraction from 13 using making ten • Subtraction from 15 using making ten • Subtraction from 17 and 18 using making ten • Review evaluating expressions with two operations • Round numbers up to 100, I • Round numbers up to 100, II


33


IMAGINE MATH

Grade 1 Lessons • Addition of round numbers • Addition and subtraction of round numbers, II • Solving two-step word problems, I • Numbers 21-99 • Addition based on place value • Addition and subtraction based on place value • Review addition and subtraction based on place value • Addition of a one- and a two-digit number, I • Addition of a one- and a two-digit number, II • Subtraction of a one-digit number from a two-digit number, I • Subtraction of a one-digit number from a two-digit number, II • Review addition and subtraction with a one- and a two-digit number • Points, lines, rays, and segments, I • Points, lines, rays, and segments, II • Measuring length with different units, II • Halves and quarters • Triangles, quadrilaterals, and pentagons • Review: Addition, subtraction, measurement, and word problems, II • 2D and 3D shapes, II • 2D and 3D shapes, III • 2D and 3D shapes, IV • 2D and 3D shapes, V • Telling time, I • Telling time, III • Finding an unknown part in addition problems • Finding an unknown part in subtraction problems • Review: Expressions with two operations • Order of operations with and without parentheses, I • Order of operations with and without parentheses, II • Order of operations with and without parentheses, III • Review: Finding an unknown and expressions with parentheses • Introduction to algebraic expressions • Introduction to algebraic equations • Solving equations: Unknown minuend, I • Numbers 101-120, I • Numbers 101-120, II • Money I • Money II


34


IMAGINE MATH

Grade 1 Lessons


1.3B

use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] − 3;

• Addition and subtraction as inverse operations • Addends and sums • Continue solving addition problems • Lines, rays, and segments • Commutative property of addition • Bigger quantity, smaller quantity, difference • Minuend, subtrahend, difference • Finding the minuend, subtrahend, or difference given the other two • Practice addition and subtraction • Properties of 0 • Place value decomposition • Practice place value decomposition • Expressions with two operations • Commutative property and expressions with two operations • Review: Expressions with two operations • The making ten strategy for addition • Adding one-digit numbers by making ten: Adding 2, 3 • Adding one-digit numbers by making ten: Adding 4 • Adding one-digit numbers by making ten: Adding 5 • Adding one-digit numbers by making ten: Adding 6 • Adding one-digit numbers by making ten: Adding 7 • Adding one-digit numbers by making ten: Adding 8, 9 • Review all cases of addition with making ten • The making ten strategy for subtraction • Subtraction from 12 using making ten • Subtraction from 13 using making ten • Subtraction from 14 using making ten • Subtraction from 15 using making ten • Subtraction from 16 using making ten • Subtraction from 17 and 18 using making ten • Review all cases of subtraction with making ten • Review addition and subtraction with making ten • Review evaluating expressions with two operations • Prepare to solve two-step word problems, I • Solving two-step word problems, I


35


IMAGINE MATH

Grade 1 Lessons • Addition of a one- and a two-digit number, I • Subtraction of a one-digit number from a two-digit number, I • Points, lines, rays, and segments, II • Measuring length with different units, II • Measuring length with different units, III • Triangles, quadrilaterals, and pentagons • Review: Addition, subtraction, measurement, and word problems, II • Telling time, I • Review: Expressions with two operations • Review: Finding an unknown and expressions with parentheses • Introduction to algebraic equations • Solving equations: Unknown minuend, I • Numbers 101-120, III • Counting by twos, fives, and tens • Money II


1.3C compose 10 with two or more addends with and without concrete objects;

• Part, part, whole • The making ten strategy for addition • Adding one-digit numbers by making ten: Adding 2, 3 • Adding one-digit numbers by making ten: Adding 4 • Adding one-digit numbers by making ten: Adding 5 • Adding one-digit numbers by making ten: Adding 6 • Subtraction from 11 using making ten


1.3D

apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;

• Counting forward and backward • Addition and subtraction as inverse operations • Continue solving addition problems • Commutative property of addition • Finding the minuend, subtrahend, or difference given the other two • Practice addition and subtraction • Place value decomposition • Practice place value decomposition • Expressions with two operations • Commutative property and expressions with two operations • Review: Expressions with two operations • The making ten strategy for addition • Adding one-digit numbers by making


36


IMAGINE MATH

Grade 1 Lessons ten: Adding 2, 3 • Adding one-digit numbers by making ten: Adding 4 • Adding one-digit numbers by making ten: Adding 5 • Adding one-digit numbers by making ten: Adding 6 • Adding one-digit numbers by making ten: Adding 7 • Adding one-digit numbers by making ten: Adding 8, 9 • Review all cases of addition with making ten • The making ten strategy for subtraction • Subtraction from 11 using making ten • Subtraction from 12 using making ten • Subtraction from 13 using making ten • Subtraction from 14 using making ten • Subtraction from 15 using making ten • Subtraction from 16 using making ten • Subtraction from 17 and 18 using making ten • Review all cases of subtraction with making ten • Review addition and subtraction with making ten • Review evaluating expressions with two operations • Prepare to solve two-step word problems, I • Prepare to solve two-step word problems, II • Round numbers up to 100, I • Round numbers up to 100, II • Addition of round numbers • Subtraction of round numbers • Addition and subtraction of round numbers, I • Addition and subtraction of round numbers, II • Solving two-step word problems, I • Solving two-step word problems, II • Solving two-step word problems, III • Numbers 21-99 • Place value decomposition, ordering, and comparison up to 99, I • Place value decomposition, ordering, and comparison up to 99, II • Addition based on place value • Subtraction based on place value • Addition and subtraction based on place value • Review addition and subtraction based on place value


37


IMAGINE MATH

Grade 1 Lessons • Addition of a one- and a two-digit number, I • Addition of a one- and a two-digit number, II • Subtraction of a one-digit number from a two-digit number, I • Subtraction of a one-digit number from a two-digit number, II • Addition and subtraction with a one- and a two-digit number • Review addition and subtraction with a one- and a two-digit number • Addition and subtraction up to 100 • Points, lines, rays, and segments, I • Points, lines, rays, and segments, II • Measuring length with different units, I • Measuring length with different units, II • Measuring length with different units, III • Review: Lines, rays, segments, and measurement • Halves and quarters • Review measurement • Triangles, quadrilaterals, and pentagons • Review: Addition, subtraction, measurement, and word problems, I • Review: Addition, subtraction, measurement, and word problems, II • Review: Addition, subtraction, measurement, and word problems, III • 2D and 3D shapes, I • 2D and 3D shapes, II • 2D and 3D shapes, III • 2D and 3D shapes, IV • 2D and 3D shapes, V • Telling time, I • Telling time, II • Telling time, III • Review: Time and 3D shapes • Finding an unknown part in addition problems • Finding an unknown part in subtraction problems • Review: Expressions with two operations • Introduction to parentheses • Order of operations with and without parentheses, I • Order of operations with and without parentheses, II • Order of operations with and without parentheses, III • Review: Finding an unknown and expressions with parentheses


38


IMAGINE MATH

Grade 1 Lessons • Introduction to algebraic expressions • Introduction to algebraic equations • Solving equations: Unknown addend, I • Solving equations: Unknown addend, II • Solving equations: Unknown minuend, I • Solving equations: Unknown minuend, II • Solving equations: Unknown subtrahend, I • Solving equations: Unknown subtrahend, II • Numbers 101-120, I • Numbers 101-120, II • Numbers 101-120, III • Counting by twos, fives, and tens • Review • Money I • Money II


1.3E

explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and

• Addition and subtraction as inverse operations • Addends and sums • Continue solving addition problems • Lines, rays, and segments • Commutative property of addition • Bigger quantity, smaller quantity, difference • Minuend, subtrahend, difference • Finding the minuend, subtrahend, or difference given the other two • Practice addition and subtraction • Properties of 0 • Place value decomposition • Practice place value decomposition • Expressions with two operations • Commutative property and expressions with two operations • Review: Expressions with two operations • The making ten strategy for addition • Adding one-digit numbers by making ten: Adding 2, 3 • Adding one-digit numbers by making ten: Adding 4 • Adding one-digit numbers by making ten: Adding 5 • Adding one-digit numbers by making ten: Adding 6 • Adding one-digit numbers by making ten: Adding 7 • Adding one-digit numbers by making ten: Adding 8, 9 • Review all cases of addition with


39


IMAGINE MATH

Grade 1 Lessons making ten • The making ten strategy for subtraction • Subtraction from 12 using making ten • Subtraction from 13 using making ten • Subtraction from 14 using making ten • Subtraction from 15 using making ten • Subtraction from 16 using making ten • Subtraction from 17 and 18 using making ten • Review all cases of subtraction with making ten • Review addition and subtraction with making ten • Review evaluating expressions with two operations • Prepare to solve two-step word problems, I • Solving two-step word problems, I • Addition of a one- and a two-digit number, I • Subtraction of a one-digit number from a two-digit number, I • Points, lines, rays, and segments, II • Measuring length with different units, II • Measuring length with different units, III • Triangles, quadrilaterals, and pentagons • Review: Addition, subtraction, measurement, and word problems, II • Telling time, I • Review: Expressions with two operations • Review: Finding an unknown and expressions with parentheses • Introduction to algebraic equations • Solving equations: Unknown minuend, I • Numbers 101-120, III • Counting by twos, fives, and tens • Money II


1.4A

identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them;

• Money I


1.4B write a number with the cent symbol to describe the value of a coin; and • Money II


1.4C use relationships to count by twos, fives, and tens to determine the value of a

• Money I • Money II


40


IMAGINE MATH

Grade 1 Lessons collection of pennies, nickels, and/or dimes.

1.5A Algebraic reasoning

1.5A recite numbers forward and backward from any given number between 1 and 120;

• Comparing and grouping objects • 2D shapes, counting, and number composition • Counting forward and backward • Continue solving addition problems • Bigger quantity, smaller quantity, difference • Practice place value decomposition • Commutative property and expressions with two operations • Numbers 21-99 • Place value decomposition, ordering, and comparison up to 99, I • Place value decomposition, ordering, and comparison up to 99, II • Addition and subtraction up to 100 • 2D and 3D shapes, I • 2D and 3D shapes, V • Order of operations with and without parentheses, II • Numbers 101-120, I • Numbers 101-120, II • Numbers 101-120, III • Money I

1.5B Algebraic reasoning

1.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;

• Round numbers up to 100, I • Round numbers up to 100, II • Subtraction of round numbers • The number 100 • Review: Addition, subtraction, measurement, and word problems, II • Numbers 101-120, I • Counting by twos, fives, and tens • Review • Money I

1.5C Algebraic reasoning

1.5C use relationships to determine the number that is 10 more and 10 less than a given number up to 120;

• Round numbers up to 100, II • Solving equations: Unknown addend, II • Numbers 101-120, II • Money II

1.5D Algebraic reasoning

1.5D

represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;

• Addition and subtraction as inverse operations • Addends and sums • Continue solving addition problems • Lines, rays, and segments


41


IMAGINE MATH

Grade 1 Lessons • Commutative property of addition • Bigger quantity, smaller quantity, difference • Minuend, subtrahend, difference • Finding the minuend, subtrahend, or difference given the other two • Practice addition and subtraction • Properties of 0 • Place value decomposition • Practice place value decomposition • Expressions with two operations • Commutative property and expressions with two operations • Review: Expressions with two operations • The making ten strategy for addition • Adding one-digit numbers by making ten: Adding 2, 3 • Adding one-digit numbers by making ten: Adding 4 • Adding one-digit numbers by making ten: Adding 5 • Adding one-digit numbers by making ten: Adding 6 • Adding one-digit numbers by making ten: Adding 7 • Adding one-digit numbers by making ten: Adding 8, 9 • Review all cases of addition with making ten • The making ten strategy for subtraction • Subtraction from 12 using making ten • Subtraction from 13 using making ten • Subtraction from 14 using making ten • Subtraction from 15 using making ten • Subtraction from 16 using making ten • Subtraction from 17 and 18 using making ten • Review all cases of subtraction with making ten • Review addition and subtraction with making ten • Review evaluating expressions with two operations • Prepare to solve two-step word problems, I • Solving two-step word problems, I • Addition of a one- and a two-digit number, I • Subtraction of a one-digit number from a two-digit number, I • Points, lines, rays, and segments, II • Measuring length with different units, II • Measuring length with different units,


42


IMAGINE MATH

Grade 1 Lessons III • Triangles, quadrilaterals, and pentagons • Review: Addition, subtraction, measurement, and word problems, II • Telling time, I • Review: Expressions with two operations • Review: Finding an unknown and expressions with parentheses • Introduction to algebraic equations • Solving equations: Unknown minuend, I • Numbers 101-120, III • Counting by twos, fives, and tens • Money II

1.5E Algebraic reasoning

1.5E

understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s);

• Comparing, ordering, and number composition • Addition and subtraction as inverse operations • Commutative property of addition • Solving equations: Unknown minuend, II • Solving equations: Unknown subtrahend, I • Solving equations: Unknown subtrahend, II • Numbers 101-120, I • Numbers 101-120, II • Review

1.5F Algebraic reasoning

1.5F

determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation; and

• Addends and sums • Continue solving addition problems • Lines, rays, and segments • Commutative property of addition • Minuend, subtrahend, difference • Finding the minuend, subtrahend, or difference given the other two • Practice addition and subtraction • Properties of 0 • Place value decomposition • Practice place value decomposition • Commutative property and expressions with two operations • The making ten strategy for addition • Adding one-digit numbers by making ten: Adding 2, 3 • Adding one-digit numbers by making ten: Adding 4 • Adding one-digit numbers by making ten: Adding 5 • Adding one-digit numbers by making


43


IMAGINE MATH

Grade 1 Lessons ten: Adding 6 • Adding one-digit numbers by making ten: Adding 7 • Adding one-digit numbers by making ten: Adding 8, 9 • The making ten strategy for subtraction • Subtraction from 11 using making ten • Subtraction from 12 using making ten • Subtraction from 13 using making ten • Subtraction from 14 using making ten • Subtraction from 15 using making ten • Subtraction from 16 using making ten • Review all cases of subtraction with making ten • Review addition and subtraction based on place value • Addition and subtraction up to 100 • Points, lines, rays, and segments, II • Finding an unknown part in addition problems • Finding an unknown part in subtraction problems • Review: Finding an unknown and expressions with parentheses • Introduction to algebraic expressions • Introduction to algebraic equations • Solving equations: Unknown addend, I • Solving equations: Unknown addend, II • Solving equations: Unknown minuend, I • Solving equations: Unknown minuend, II • Solving equations: Unknown subtrahend, I • Solving equations: Unknown subtrahend, II • Numbers 101-120, I • Numbers 101-120, II • Review

1.5G Algebraic reasoning

1.5G apply properties of operations to add and subtract two or three numbers.

• Counting forward and backward • Addition and subtraction as inverse operations • Continue solving addition problems • Commutative property of addition • Finding the minuend, subtrahend, or difference given the other two • Practice addition and subtraction • Commutative property and expressions with two operations • Review: Expressions with two operations • Addition and subtraction based on place value


44


IMAGINE MATH

Grade 1 Lessons • Introduction to algebraic expressions • Introduction to algebraic equations

1.6A Geometry and measurement

1.6A

classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language;

• Halves and quarters • Triangles, quadrilaterals, and pentagons • Introduction to algebraic expressions

1.6B Geometry and measurement

1.6B

distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape;

• Halves and quarters • Triangles, quadrilaterals, and pentagons • 2D and 3D shapes, V • Introduction to algebraic expressions

1.6D Geometry and measurement

1.6D

identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language;

• Comparing and grouping objects • Comparing, ordering, and number composition • Triangles, quadrilaterals, and pentagons

1.6E Geometry and measurement

1.6E

identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language;

• 2D and 3D shapes, I • 2D and 3D shapes, II • 2D and 3D shapes, III • 2D and 3D shapes, V • Review: Time and 3D shapes • Finding an unknown part in addition problems • Order of operations with and without parentheses, II

1.6F Geometry and measurement

1.6F

compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible;

• 2D shapes, counting, and number composition • Expressions with two operations • Adding one-digit numbers by making ten: Adding 7 • Prepare to solve two-step word problems, II • Points, lines, rays, and segments, II • 2D and 3D shapes, III

1.6G Geometry and measurement

1.6G partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words; and

• Halves and quarters

1.6H Geometry and measurement


45


IMAGINE MATH

Grade 1 Lessons

1.6H identify examples and non-examples of halves and fourths.

• Halves and quarters • Triangles, quadrilaterals, and pentagons • Review: Addition, subtraction, measurement, and word problems, I


1.7B

illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other;

• Measuring length with different units, I • Measuring length with different units, II • Measuring length with different units, III • Review: Lines, rays, segments, and measurement • Review measurement • Review: Addition, subtraction, measurement, and word problems, II • 2D and 3D shapes, II • 2D and 3D shapes, IV • Finding an unknown part in subtraction problems

1.7C Geometry and measurement

1.7C

measure the same object/distance with units of two different lengths and describe how and why the measurements differ;

• Measuring length with different units, III • Review: Lines, rays, segments, and measurement • Review: Addition, subtraction, measurement, and word problems, I • Review: Addition, subtraction, measurement, and word problems, III


1.7E tell time to the hour and half hour using analog and digital clocks.

• Telling time, I • Telling time, II • Telling time, III • Review: Time and 3D shapes • Finding an unknown part in subtraction problems • Review: Expressions with two operations

1.8A Data analysis

1.8A

collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts;

• Comparing, ordering, and number composition • 2D shapes, counting, and number composition • Place value decomposition, ordering, and comparison up to 99, II • Money I

1.8C Data analysis


46


IMAGINE MATH

Grade 1 Lessons

1.8C draw conclusions and generate and answer questions using information from picture and bar-type graphs.


1.9A Personal financial literacy

1.9A define money earned as income; • Money I • Money II

1.9B Personal financial literacy

1.9B identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs;


1.9C Personal financial literacy

1.9C distinguish between spending and saving; and • Money II

1.9D Personal financial literacy

1.9D consider charitable giving. • Money I • Money II


47



Grade 2 Lessons


2.2A

use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;

• Adding and subtracting within 100, I • Introduction to hundreds • Comparing hundreds • Three-digit numbers and place value I • Three-digit numbers and place value II • Counting within 1000 • Adding using expanded form, e.g., 500+40, 500+5 • Adding and subtracting 10 and 100 • Subtracting using the standard algorithm without regrouping • Adding and subtracting tens with regrouping I, e.g., 60+80, 160-80 • Adding and subtracting tens with regrouping II, e.g., 540+60, 500-70 • Adding and subtracting tens with regrouping III, e.g., 260+80, 360-80 • Adding within 1000 with regrouping • Subtracting within 1000 with regrouping • Subtracting using the standard algorithm, regrouping both tens and hundreds • Numbers 1000-1200 • Adding and subtracting within 1200 using expanded form


2.2B use standard, word, and expanded forms to represent numbers up to 1,200;

• Numbers to 100, I • Numbers to 100, II • Adding and subtracting within 100, I • Adding two-digit numbers without regrouping I • Introduction to hundreds • Adding and subtracting hundreds • Comparing hundreds • Three-digit numbers and place value I • Three-digit numbers and place value II • Review: three-digit numbers, lengths, word problems • Counting within 1000 • Comparing three-digit numbers I • Comparing three-digit numbers II • Review: numbers to 1000 • Adding using expanded form, e.g., 500+40, 500+5 • Subtracting using expanded form, e.g.,


48


IMAGINE MATH

Grade 2 Lessons 540-40, 505-5 • Adding and subtracting using expanded form I, e.g., 500+40+7, 547-40-7 • Adding and subtracting using expanded form II • Adding and subtracting 10 and 100 • Adding and subtracting three-digit numbers without regrouping I • Adding using the standard algorithm without regrouping • Adding within 1000 with regrouping • Subtracting within 1000 with regrouping • Measuring with feet and inches • Numbers 1000-1200 • Adding and subtracting within 1200 using expanded form • Comparing and ordering numbers within 1200 • Adding and subtracting 10 and 100 within 1200 • Saving and Spending; Deposit and Withdrawal


2.2C generate a number that is greater than or less than a given whole number up to 1,200;

• Three-digit numbers and place value II • Review: numbers to 1000 • Comparing and ordering numbers within 1200


2.2D

use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =);

• Numbers to 100, I • Numbers to 100, II • Adding and subtracting within 100, I • Adding and subtracting within 100, III • Adding and subtracting a two-digit number and a round number I • Solving word problems I • Solving word problems II • Adding, subtracting, and comparing numbers using the number line • The associative property of addition • Introduction to hundreds • Adding and subtracting hundreds • Comparing hundreds • Three-digit numbers and place value II • Counting within 1000 • Comparing three-digit numbers I • Comparing three-digit numbers II • Review: numbers to 1000 • Adding and subtracting 10 and 100 • Adding and subtracting tens with regrouping III, e.g., 260+80, 360-80


49


IMAGINE MATH

Grade 2 Lessons • Subtracting within 1000 with regrouping • Subtracting using the standard algorithm II • Adding using the standard algorithm, regrouping both ones and tens • Geometric shapes and their attributes • Adding and subtracting within 1200 using expanded form • Comparing and ordering numbers within 1200 • Saving and Spending; Deposit and Withdrawal


2.2E locate the position of a given whole number on an open number line; and

• Adding, subtracting, and comparing numbers using the number line • The making ten strategy for addition II • Adding a two-digit number and a one-digit number with regrouping II • Finding an unknown number in a subtraction equation • Subtracting two-digit numbers with regrouping II • The associative property of addition • Review: three-digit numbers, lengths, word problems • Adding and subtracting using expanded form II • Subtracting using the standard algorithm II • Adding using the standard algorithm, regrouping both ones and tens • Adding and subtracting within 1200 using expanded form

2.2F Number and operations

2.2F name the whole number that corresponds to a specific point on a number line.

• Adding, subtracting, and comparing numbers using the number line • The making ten strategy for addition II • Adding a two-digit number and a one-digit number with regrouping II • Finding an unknown number in a subtraction equation • Subtracting two-digit numbers with regrouping II • The associative property of addition • Relationships between metric units • Review: three-digit numbers, lengths, word problems • Adding and subtracting using expanded form II • Subtracting using the standard


50


IMAGINE MATH

Grade 2 Lessons algorithm II • Adding using the standard algorithm, regrouping both ones and tens • Adding and subtracting within 1200 using expanded form • Adding and subtracting 10 and 100 within 1200


2.3A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;

• Partitioning rectangles into equal shares • Partitioning circles and rectangles into equal shares


2.3B

explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;



2.3C

use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and



2.3D identify examples and non-examples of halves, fourths, and eighths.



2.4A recall basic facts to add and subtract within 20 with automaticity;

• Numbers to 100, II • Adding and subtracting within 100, I • Adding and subtracting within 100, II • Adding and subtracting within 100, III • Adding and subtracting a two-digit number and a round number II • Adding two-digit numbers without regrouping I • Solving word problems I • Subtracting two-digit numbers without regrouping I • Review: adding and subtracting without regrouping, word problems, bar graphs • Adding, subtracting, and comparing numbers using the number line • Even and odd numbers • The making ten strategy for addition I • The making ten strategy for addition II • Adding a two-digit number and a one-digit number with regrouping I • Adding a two-digit number and a one-digit number with regrouping II


51


IMAGINE MATH

Grade 2 Lessons • Subtracting from a round number • Subtracting a one-digit number from a two-digit number with regrouping I • Subtracting a one-digit number from a two-digit number with regrouping II • Adding and subtracting a one-digit and a two-digit number with regrouping I • Adding and subtracting a one-digit and a two-digit number with regrouping III • Finding an unknown addend I • Finding an unknown addend II • Finding an unknown number in a subtraction equation • Adding two-digit numbers with regrouping I • Adding two-digit numbers with regrouping II • Subtracting two-digit numbers with regrouping I • Subtracting two-digit numbers with regrouping II • Solving word problems IV • Expressions with parentheses I • Expressions with parentheses II • Review: adding and subtracting with regrouping, word problems, coins • The associative property of addition • Centimeters and meters, measuring with rulers • Solving problems with lengths II • Comparing hundreds • Comparing three-digit numbers II • Review: numbers to 1000 • Adding using the standard algorithm without regrouping • Subtracting using the standard algorithm without regrouping • Adding and subtracting tens with regrouping I, e.g., 60+80, 160-80 • Adding within 1000 with regrouping • Adding using the standard algorithm • Subtracting using the standard algorithm I • Partitioning circles and rectangles into equal shares • Saving and Spending; Deposit and Withdrawal • Producers and Consumers


2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on

• Adding and subtracting within 100, I • Adding and subtracting within 100, II • Adding and subtracting within 100, III • Adding and subtracting a two-digit


52


IMAGINE MATH

Grade 2 Lessons knowledge of place value and properties of operations;

number and a round number I • Adding and subtracting a two-digit number and a round number II • The commutative property of addition • Adding two-digit numbers without regrouping I • Adding two-digit numbers without regrouping II • Solving word problems I • Subtracting two-digit numbers without regrouping I • Subtracting two-digit numbers without regrouping II • Solving word problems II • Review: adding and subtracting without regrouping, word problems, bar graphs • Adding, subtracting, and comparing numbers using the number line • The making ten strategy for addition I • Adding a two-digit number and a one-digit number with regrouping I • Subtracting a one-digit number from a two-digit number with regrouping I • Adding and subtracting a one-digit and a two-digit number with regrouping I • Adding and subtracting a one-digit and a two-digit number with regrouping II • Adding and subtracting a one-digit and a two-digit number with regrouping III • Finding an unknown addend I • Finding an unknown addend II • Finding an unknown number in a subtraction equation • Adding two-digit numbers with regrouping I • Adding two-digit numbers with regrouping II • Solving word problems III • Review: word problems, adding up to 4 numbers • Subtracting two-digit numbers with regrouping I • Subtracting two-digit numbers with regrouping II • Solving word problems IV • Expressions with parentheses I • Expressions with parentheses II • Review: adding and subtracting with regrouping, word problems, coins • The associative property of addition • Centimeters and meters, measuring with rulers • Solving problems with lengths I • Relationships between metric units


53


IMAGINE MATH

Grade 2 Lessons • Solving problems with lengths II • Measuring and estimating with measurement tools, a ruler as a number line • Introduction to hundreds • Adding and subtracting hundreds • Three-digit numbers and place value I • Three-digit numbers and place value II • Counting within 1000 • Comparing three-digit numbers I • Comparing three-digit numbers II • Review: numbers to 1000 • Adding and subtracting using expanded form I, e.g., 500+40+7, 547-40-7 • Adding using the standard algorithm without regrouping • Subtracting using the standard algorithm without regrouping • Adding and subtracting tens with regrouping I, e.g., 60+80, 160-80 • Adding and subtracting tens with regrouping II, e.g., 540+60, 500-70 • Adding and subtracting tens with regrouping III, e.g., 260+80, 360-80 • Adding within 1000 with regrouping • Subtracting within 1000 with regrouping • Adding using the standard algorithm • Subtracting using the standard algorithm I • Subtracting using the standard algorithm II • Adding using the standard algorithm, regrouping both ones and tens • Subtracting using the standard algorithm, regrouping both tens and hundreds • Measuring with feet and inches • Geometric shapes and their attributes • Partitioning rectangles into equal shares • Partitioning circles and rectangles into equal shares • Using clocks to tell time I • Using clocks to tell time II • Adding and subtracting 10 and 100 within 1200 • Saving and Spending; Deposit and Withdrawal • Producers and Consumers


2.4C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety

• Adding and subtracting within 100, I • Adding and subtracting within 100, II • Adding and subtracting within 100, III


54


IMAGINE MATH

Grade 2 Lessons of strategies based on place value, including algorithms; and

• Adding and subtracting a two-digit number and a round number II • Adding two-digit numbers without regrouping I • Adding two-digit numbers without regrouping II • Solving word problems I • Subtracting two-digit numbers without regrouping I • Solving word problems II • Review: adding and subtracting without regrouping, word problems, bar graphs • The making ten strategy for addition I • Adding a two-digit number and a one-digit number with regrouping II • Subtracting from a round number • Subtracting a one-digit number from a two-digit number with regrouping I • Subtracting a one-digit number from a two-digit number with regrouping II • Adding and subtracting a one-digit and a two-digit number with regrouping I • Adding and subtracting a one-digit and a two-digit number with regrouping II • Adding and subtracting a one-digit and a two-digit number with regrouping III • Adding two-digit numbers with regrouping I • Adding two-digit numbers with regrouping II • Solving word problems III • Review: word problems, adding up to 4 numbers • Subtracting two-digit numbers with regrouping II • Solving word problems IV • Expressions with parentheses II • Review: adding and subtracting with regrouping, word problems, coins • Measuring and estimating with measurement tools, a ruler as a number line • Adding and subtracting hundreds • Comparing hundreds • Three-digit numbers and place value II • Review: three-digit numbers, lengths, word problems • Adding using expanded form, e.g., 500+40, 500+5 • Subtracting using expanded form, e.g., 540-40, 505-5 • Adding and subtracting using expanded form I, e.g., 500+40+7, 547-40-7 • Adding and subtracting using expanded


55


IMAGINE MATH

Grade 2 Lessons form II • Adding and subtracting 10 and 100 • Adding and subtracting three-digit numbers without regrouping I • Adding and subtracting three-digit numbers without regrouping II • Adding and subtracting three-digit numbers without regrouping III • Adding using the standard algorithm without regrouping • Subtracting using the standard algorithm without regrouping • Adding and subtracting tens with regrouping I, e.g., 60+80, 160-80 • Adding and subtracting tens with regrouping II, e.g., 540+60, 500-70 • Adding and subtracting tens with regrouping III, e.g., 260+80, 360-80 • Adding within 1000 with regrouping • Subtracting within 1000 with regrouping • Adding using the standard algorithm • Subtracting using the standard algorithm I • Subtracting using the standard algorithm II • Adding using the standard algorithm, regrouping both ones and tens • Subtracting using the standard algorithm, regrouping both tens and hundreds • Measuring with feet and inches • Geometric shapes and their attributes • Using clocks to tell time I • Using clocks to tell time II • Numbers 1000-1200 • Comparing and ordering numbers within 1200 • Adding and subtracting 10 and 100 within 1200 • Saving and Spending; Deposit and Withdrawal • Borrowing and lending • Producers and Consumers


2.5A determine the value of a collection of coins up to one dollar; and

• Adding and subtracting a one-digit and a two-digit number with regrouping III • Expressions with parentheses II • Review: adding and subtracting with regrouping, word problems, coins • Introduction to hundreds • Saving and Spending; Deposit and


56


IMAGINE MATH

Grade 2 Lessons Withdrawal • Producers and Consumers


2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.

• Adding and subtracting a one-digit and a two-digit number with regrouping III • Expressions with parentheses II • Review: adding and subtracting with regrouping, word problems, coins • Introduction to hundreds • Saving and Spending; Deposit and Withdrawal • Producers and Consumers


2.6A

model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and

• Adding two-digit numbers without regrouping I • Subtracting from a round number • Subtracting a one-digit number from a two-digit number with regrouping II • Introduction to hundreds • Review: numbers to 1000 • Adding using the standard algorithm, regrouping both ones and tens


2.6B

model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.

• Even and odd numbers • Adding using the standard algorithm, regrouping both ones and tens

2.7A Algebraic reasoning

2.7A determine whether a number up to 40 is even or odd using pairings of objects to represent the number;

• Even and odd numbers • Review: numbers to 1000

2.7B Algebraic reasoning

2.7B

use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and

• Adding and subtracting within 100, III • Adding and subtracting hundreds • Adding and subtracting 10 and 100 • Adding and subtracting three-digit numbers without regrouping I • Adding and subtracting three-digit numbers without regrouping II • Adding and subtracting three-digit numbers without regrouping III • Subtracting using the standard algorithm without regrouping • Adding and subtracting tens with regrouping I, e.g., 60+80, 160-80 • Subtracting using the standard algorithm II • Adding using the standard algorithm,


57


IMAGINE MATH

Grade 2 Lessons regrouping both ones and tens • Adding and subtracting within 1200 using expanded form • Adding and subtracting 10 and 100 within 1200 • Producers and Consumers

2.7C Algebraic reasoning

2.7C

represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.

• Finding an unknown addend II • Solving word problems III • Subtracting two-digit numbers with regrouping II


2.8A create two-dimensional shapes based on given attributes, including number of sides and vertices;

• Subtracting using the standard algorithm II • Geometric shapes and their attributes


2.8B

classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language;

• Subtracting using the standard algorithm, regrouping both tens and hundreds • Using clocks to tell time II • Adding and subtracting within 1200 using expanded form


2.8C

classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices;

• Adding a two-digit number and a one-digit number with regrouping I • Finding an unknown addend II • Adding two-digit numbers with regrouping II • Solving word problems IV • Relationships between metric units • Geometric shapes and their attributes • Partitioning rectangles into equal shares • Partitioning circles and rectangles into equal shares • Using clocks to tell time II


2.8D compose two-dimensional shapes and three-dimensional solids with given properties or attributes; and

• Adding and subtracting within 100, III • Subtracting using the standard algorithm, regrouping both tens and hundreds • Geometric shapes and their attributes • Partitioning rectangles into equal shares • Partitioning circles and rectangles into equal shares



58


IMAGINE MATH

Grade 2 Lessons

2.8E

decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.

• Adding using the standard algorithm, regrouping both ones and tens • Partitioning rectangles into equal shares • Partitioning circles and rectangles into equal shares


2.9A find the length of objects using concrete models for standard units of length;

• Centimeters and meters, measuring with rulers • Measuring and estimating with measurement tools, a ruler as a number line • Measuring with feet and inches


2.9B

describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object;

• Solving problems with lengths I • Relationships between metric units • Solving problems with lengths II • Measuring and estimating with measurement tools, a ruler as a number line • Comparing hundreds • Review: three-digit numbers, lengths, word problems • Comparing three-digit numbers II • Review: numbers to 1000 • Adding using expanded form, e.g., 500+40, 500+5 • Subtracting using expanded form, e.g., 540-40, 505-5 • Adding and subtracting using expanded form II • Subtracting within 1000 with regrouping • Measuring with feet and inches


2.9C represent whole numbers as distances from any given location on a number line;

• Adding, subtracting, and comparing numbers using the number line • The making ten strategy for addition I • Review: word problems, adding up to 4 numbers • Measuring and estimating with measurement tools, a ruler as a number line


2.9D

determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes;

• Centimeters and meters, measuring with rulers • Solving problems with lengths I • Relationships between metric units • Solving problems with lengths II • Measuring and estimating with


59


IMAGINE MATH

Grade 2 Lessons measurement tools, a ruler as a number line • Adding and subtracting using expanded form I, e.g., 500+40+7, 547-40-7 • Measuring with feet and inches • Geometric shapes and their attributes


2.9E determine a solution to a problem involving length, including estimating lengths;

• Centimeters and meters, measuring with rulers • Solving problems with lengths I • Relationships between metric units • Solving problems with lengths II • Measuring and estimating with measurement tools, a ruler as a number line • Comparing hundreds • Review: three-digit numbers, lengths, word problems • Subtracting using expanded form, e.g., 540-40, 505-5 • Adding and subtracting using expanded form II • Adding and subtracting three-digit numbers without regrouping III • Subtracting using the standard algorithm I • Subtracting using the standard algorithm II • Measuring with feet and inches • Geometric shapes and their attributes

2.9F Geometry and measurement

2.9F

use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and

• Adding two-digit numbers without regrouping I • Adding using the standard algorithm, regrouping both ones and tens • Partitioning rectangles into equal shares

2.9G Geometry and measurement

2.9G

read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

• Using clocks to tell time I • Using clocks to tell time II • Adding and subtracting 10 and 100 within 1200

2.10A Data analysis

2.10A

explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;

• Review: adding and subtracting without regrouping, word problems, bar graphs • The making ten strategy for addition II • Subtracting a one-digit number from a two-digit number with regrouping I • Subtracting a one-digit number from a


60


IMAGINE MATH

Grade 2 Lessons two-digit number with regrouping II • Review: word problems, adding up to 4 numbers • Subtracting two-digit numbers with regrouping II • Adding using the standard algorithm

2.10B Data analysis

2.10B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more;

• Subtracting a one-digit number from a two-digit number with regrouping I • Subtracting using the standard algorithm without regrouping • Adding using the standard algorithm

2.10C Data analysis

2.10C

write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and

• Review: adding and subtracting without regrouping, word problems, bar graphs • The making ten strategy for addition II • Subtracting a one-digit number from a two-digit number with regrouping I

2.10D Data analysis

2.10D draw conclusions and make predictions from information in a graph.

• Review: adding and subtracting without regrouping, word problems, bar graphs • Subtracting a one-digit number from a two-digit number with regrouping I • Subtracting a one-digit number from a two-digit number with regrouping II • Subtracting two-digit numbers with regrouping II • Subtracting using the standard algorithm without regrouping • Adding using the standard algorithm

2.11A Personal financial literacy

2.11A calculate how money saved can accumulate into a larger amount over time;

• Saving and Spending; Deposit and Withdrawal

2.11B Personal financial literacy

2.11B explain that saving is an alternative to spending;

• Saving and Spending; Deposit and Withdrawal

2.11C Personal financial literacy

2.11C distinguish between a deposit and a withdrawal;

• Saving and Spending; Deposit and Withdrawal • Borrowing and lending • Producers and Consumers

2.11D Personal financial literacy


61


IMAGINE MATH

Grade 2 Lessons

2.11D identify examples of borrowing and distinguish between responsible and irresponsible borrowing;

• Borrowing and lending

2.11E Personal financial literacy

2.11E identify examples of lending and use concepts of benefits and costs to evaluate lending decisions; and

• Borrowing and lending

2.11F Personal financial literacy

2.11F differentiate between producers and consumers and calculate the cost to produce a simple item.

• Producers and Consumers


62



Grade 3 Lessons

3.Number and Operations

3.2.A

Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to: compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate

• Place Value with Whole Numbers I • Place Value with Whole Numbers II • STAAR Grade 3: Review 1 • STAAR Grade 3: Review 2 • STAAR Grade 3: Review 3 • STAAR Grade 3: Review 4 • STAAR Grade 3: Review 5

3.2.B

Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to: describe the mathematical relationships found in the base-10 place value system through the hundred thousands place

• Place Value with Whole Numbers I

3.2.C

Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to: represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers

• Reasoning About Place Value and Rounding • Rounding to the Nearest Ten and Hundred

3.2.D

Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to: compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =

• Reasoning About Place Value and Rounding • STAAR Grade 3: Review 1 • STAAR Grade 3: Review 2 • STAAR Grade 3: Review 3 • STAAR Grade 3: Review 4 • STAAR Grade 3: Review 5

3.3.A

Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: represent fractions greater than zero and less than or equal to one with

• Unit Fractions on the Number Line • Fractions on the Number Line • Understanding Fractions - Equal Areas • Understanding Fractions - Notation


63


IMAGINE MATH

Grade 3 Lessons denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines

3.3.B

Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line

• Unit Fractions on the Number Line • Fractions on the Number Line

3.3.C

Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number

• Unit Fractions on the Number Line • Fractions on the Number Line

3.3.D

Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b

• Understanding Fractions - Equal Areas

3.3.E

Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8

• Understanding Fractions - Equal Areas • Understanding Fractions - Notation

3.3.F

Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines

• Visual Models of Equivalent Fractions • Modeling Equivalent Fractions with Number Lines • STAAR Grade 3: Review 4 • STAAR Grade 3: Review 5

3.3.G Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:

• Visual Models of Equivalent Fractions • Modeling Equivalent Fractions with Number Lines


64


IMAGINE MATH

Grade 3 Lessons explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model

3.3.H

Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models

• Comparing Fractions with the Same Numerator or Denominator • Recognizing Valid Fraction Comparisons I • STAAR Grade 3: Review 4 • STAAR Grade 3: Review 5

3.4.A

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction

• Addition and Subtraction Strategies I • Addition and Subtraction Strategies II • Relating Addition and Subtraction • Reasoning About Addition and Subtraction Within 1,000 • STAAR Grade 3: Review 1 • STAAR Grade 3: Review 2 • STAAR Grade 3: Review 3 • STAAR Grade 3: Review 4 • STAAR Grade 3: Review 5

3.4.B

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems

• Estimating Sums and Differences - Application

3.4.C

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: determine the value of a collection of coins and bills

• Money Sense

3.4.D

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: determine the total number of objects when equally-sized groups of objects are

• Equal Groups I • Equal Groups II


65


IMAGINE MATH

Grade 3 Lessons combined or arranged in arrays up to 10 by 10

3.4.E

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting

• Concept of Multiplication - Grouping • Concept of Multiplication - Word Problems • Concept of Multiplication - Arrays

3.4.F

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

• Multiplying by Multiples of Ten • Concept of Division • Concept of Multiplication - Word Problems

3.4.G

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

• Multiplying by Multiples of Ten • Concept of Multiplication - Word Problems • Properties of Addition and Multiplication

3.4.H

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally

• Concept of Division

3.4.I

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:

• Odd or Even II


66


IMAGINE MATH

Grade 3 Lessons determine if a number is even or odd using divisibility rules

3.4.J

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: determine a quotient using the relationship between multiplication and division

• Multiplication and Division Fact Families • Relationship Between Multiplication and Division • Division as an Unknown-Factor Problem

3.4.K

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts

• Concept of Division • Interpreting Division Problems • Concept of Multiplication - Grouping • Concept of Multiplication - Word Problems • Concept of Multiplication - Arrays • Multiplication and Division Fact Families • Relationship Between Multiplication and Division • Properties of Addition and Multiplication • Using Visual Models to Understand the Distributive Property • STAAR Grade 3: Review 2 • STAAR Grade 3: Review 3 • STAAR Grade 3: Review 4 • STAAR Grade 3: Review 5

3.Algebraic Reasoning

3.5.A

Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations

• Reasoning About Addition and Subtraction Within 1,000 • STAAR Grade 3: Review 1 • STAAR Grade 3: Review 2 • STAAR Grade 3: Review 3 • STAAR Grade 3: Review 4 • STAAR Grade 3: Review 5 • Structuring Within 1,000

3.5.B

Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

• Constructing Division Problems • Concept of Multiplication - Arrays • Solving Multiplication and Division Equations • STAAR Grade 3: Review 2 • STAAR Grade 3: Review 3 • STAAR Grade 3: Review 4 • STAAR Grade 3: Review 5

3.5.C

Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: describe a multiplication expression as a

• Concept of Multiplication - Word Problems • Multiplication as a Comparison - Equations • Multiplication as a Comparison - Word Problems


67


IMAGINE MATH

Grade 3 Lessons comparison such as 3 x 24 represents 3 times as much as 24

3.5.D

Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product

• Multiplication and Division Fact Families • Division as an Unknown-Factor Problem

3.5.E

Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: represent real-world relationships using number pairs in a table and verbal descriptions

• Input-Output Tables • STAAR Grade 3: Review 5

3.Geometry and Measurement

3.6.A

Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to: classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language

• Classifying Quadrilaterals I • Classifying 3-Dimensional Figures • STAAR Grade 3: Review 5

3.6.B

Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to: use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories

• Classifying Quadrilaterals I

3.6.C

Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to: determine the area of rectangles with

• Unit Squares • Concept of Area • Area of Rectangles


68


IMAGINE MATH

Grade 3 Lessons whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row

3.6.D

Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to: decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area

• Area of Basic Composite Figures • Recognizing Area as Additive

3.6.E

Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to: decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape

• Area of Basic Composite Figures

3.7.A

Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: represent fractions of halves, fourths, and eighths as distances from zero on a number line

• Unit Fractions on the Number Line

3.7.B

Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems

• Perimeter • STAAR Grade 3: Review 5

3.7.C

Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to:

• Adding and Subtracting Time


69


IMAGINE MATH

Grade 3 Lessons determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes

3.7.D

Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: determine when it is appropriate to use measurements of liquid volume (capacity) or weight

• Capacity or Weight

3.7.E

Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: determine liquid volume (capacity) or weight using appropriate units and tools

• Capacity or Weight

3.Data Analysis

3.8.A

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals

• Introduction to Data Displays • STAAR Grade 3: Review 5

3.8.B

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals

• Introduction to Data Displays

3.Personal Financial Literacy

3.9.B

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: describe the relationship between the

• Supply and Cost


70


IMAGINE MATH

Grade 3 Lessons availability or scarcity of resources and how that impacts cost

3.9.D

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest

• Credit Sense

3.9.E

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: list reasons to save and explain the benefit of a savings plan, including for college

• Saving Money

3.9.F

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: identify decisions involving income, spending, saving, credit, and charitable giving

• Money Decisions


71



Grade 4 Lessons


4.2.A

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left

• Place Value Relationships Within Whole Numbers and Decimals • Understanding Place Value Relationships

4.2.B

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals

• Place Value Relationships Within Whole Numbers and Decimals • Decimals to Hundredths • Decimal Notation II • STAAR Grade 4: Review 1 • STAAR Grade 4: Review 2 • STAAR Grade 4: Review 3 • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5 • Place Value Concepts

4.2.C

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =

• Using Place Value Concepts to Compare Whole Numbers

4.2.D

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: round whole numbers to a given place value through the hundred thousands place

• Rounding Whole Numbers • Using Rounding in Problem Solving

4.2.E

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:

• Decimals to Hundredths • Decimal Notation I


72


IMAGINE MATH

Grade 4 Lessons represent decimals, including tenths and hundredths, using concrete and visual models and money

4.2.F

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: compare and order decimals using concrete and visual models to the hundredths

• Comparing and Ordering Decimal Fractions • Introduction to Comparing Decimals to Hundredths • Comparing Decimals to Hundredths • Recognizing Valid Decimal Comparisons

4.2.G

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: relate decimals to fractions that name tenths and hundredths

• Comparing Decimal Fractions • Decimals to Hundredths • STAAR Grade 4: Review 3 • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5

4.2.H

Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line

• Decimal Notation I

4.3.A

Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b

• Understanding Fractions - Relationship Between Numerator and Denominator • Whole Numbers as Fractions • Decomposing Fractions and Mixed Numbers • Writing Fractions as Mixed Numbers and Mixed Numbers as Fractions • Generating Equivalent Fractions

4.3.B

Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations

• Decomposing Fractions and Mixed Numbers

4.3.C Number and operations. The student applies mathematical process standards to represent and generate fractions to

• Modeling Equivalent Fractions • Generating Equivalent Fractions • Understanding Fractions with


73


IMAGINE MATH

Grade 4 Lessons solve problems. The student is expected to: determine if two given fractions are equivalent using a variety of methods

Denominators of 10 and 100 • Equivalent Fractions

4.3.D

Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <

• Comparing Fractions with Different Numerators and Different Denominators • Recognizing Valid Fraction Comparisons II • STAAR Grade 4: Review 3 • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5 • Comparing Fractions - Visual Models

4.3.E

Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

• Adding and Subtracting Fractions with Like Denominators • Adding and Subtracting Fractions with Like Denominators in Real-World Situations • STAAR Grade 4: Review 3 • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5

4.3.F

Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole

• Reasoning About Adding and Subtracting Fractions • Adding and Subtracting Fractions with Like Denominators in Real-World Situations

4.3.G

Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: represent fractions and decimals to the tenths or hundredths as distances from zero on a number line

• Comparing Decimal Fractions • Whole Numbers as Fractions on the Number Line • Understanding Fractions with Denominators of 10 and 100 • Decimals to Hundredths

4.4.A

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: add and subtract whole numbers and decimals to the hundredths place using the standard algorithm

• Adding and Subtracting with the Standard Algorithm • Adding Whole Numbers • STAAR Grade 4: Review 1 • STAAR Grade 4: Review 2 • STAAR Grade 4: Review 3 • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5


74


IMAGINE MATH

Grade 4 Lessons

4.4.B

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: determine products of a number and 10 or 100 using properties of operations and place value understandings

• Multiplying by Multiples of Ten

4.4.C

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15

• Multiplying Whole Numbers • Multiplying 2-Digit Numbers by 2-Digit Numbers

4.4.D

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

• Multiplying Whole Numbers - Standard Algorithm

4.4.E

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations

• Dividing Whole Numbers - One-Digit Divisors • Multiplication and Division Word Problems - Visual Models • Multiplication and Division Word Problems - Equations • Solving Multiplication and Division Equations

4.4.F Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations

• Dividing Whole Numbers - One-Digit Divisors


75


IMAGINE MATH

Grade 4 Lessons and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor

4.4.G

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers

• Estimating Sums and Differences - Application

4.4.H

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

• Multiplication and Division Word Problems - Solutions • Interpreting Remainders • STAAR Grade 4: Review 2 • STAAR Grade 4: Review 3 • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5


4.5.A

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity

• Solving Two-Step Word Problems • Modeling and Solving Two-Step Word Problems • STAAR Grade 4: Review 2 • STAAR Grade 4: Review 3 • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5

4.5.B

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence

• Generating and Describing Number Patterns • STAAR Grade 4: Review 5

4.5.C Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:

• Perimeter • Area and Perimeter of Rectangles


76


IMAGINE MATH

Grade 4 Lessons use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w)

4.5.D

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: solve problems related to perimeter and area of rectangles where dimensions are whole numbers

• Perimeter • Area and Perimeter of Rectangles • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5


4.6.A

Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: identify points, lines, line segments, rays, angles, and perpendicular and parallel lines

• Classifying Quadrilaterals II • Identifying and Classifying Lines, Rays, and Segments

4.6.B

Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure

• Symmetry

4.6.C

Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: apply knowledge of right angles to identify acute, right, and obtuse triangles

• Classifying Triangles

4.6.D

Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: 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

• Classifying Triangles • Classifying Quadrilaterals II • STAAR Grade 4: Review 5

4.7.A Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The

• Angles 0 to 180


77


IMAGINE MATH

Grade 4 Lessons student is expected to: illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers

4.7.B

Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers

• Angles 0 to 180

4.7.C

Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: determine the approximate measures of angles in degrees to the nearest whole number using a protractor

• Angles 0 to 180 • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5

4.7.D

Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: draw an angle with a given measure

• Angles 0 to 180

4.7.E

Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures

• Angles 0 to 180 • Identifying and Comparing Angles

4.8.A

Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: identify relative sizes of measurement units within the customary and metric systems

• Units of Measure - Customary • Units of Measure - Metric


78


IMAGINE MATH

Grade 4 Lessons

4.8.B

Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table


4.8.C

Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate

• Area and Perimeter of Rectangles • STAAR Grade 4: Review 4 • STAAR Grade 4: Review 5

4.Data Analysis

4.9.A

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions

• Line Plots • STAAR Grade 4: Review 5

4.9.B

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot

• Line Plots


4.10.A

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: distinguish between fixed and variable expenses

• Expenses and Profit


79


IMAGINE MATH

Grade 4 Lessons

4.10.B

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: calculate profit in a given situation

• Expenses and Profit

4.10.C

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: compare the advantages and disadvantages of various savings options

• Saving Money

4.10.D

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: describe how to allocate a weekly allowance among spending; saving, including for college; and sharing

• Money Decisions


80



Grade 5 Lessons


5.2.A

Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to: represent the value of the digit in decimals through the thousandths using expanded notation and numerals

• Decimals to Thousandths

5.2.B

Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to: compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =

• Comparing Decimals to Thousandths • STAAR Grade 5: Review 3 • STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5

5.2.C

Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to: round decimals to tenths or hundredths

• Rounding Decimals to the Nearest Tenth and Hundredth • Reasoning About Rounding Decimals

5.3.A

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

• Estimating Solutions to Multistep Word Problems

5.3.B

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: multiply with fluency a three-digit

• Multiplying 3-digit by 2-digit Whole Numbers Using the Standard Algorithm • Operations with Whole Numbers - Mixed Practice


81


IMAGINE MATH

Grade 5 Lessons number by a two-digit number using the standard algorithm

5.3.C

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

• Operations with Whole Numbers - Mixed Practice • Dividing Whole Numbers - Two-Digit Divisors

5.3.D

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models

• Multiplying Decimals to Hundredths

5.3.E

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers

• Multiplying Decimals to Hundredths • STAAR Grade 5: Review 3 • STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5

5.3.F

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models

• Dividing Decimals to Hundredths

5.3.G Number and operations. The student applies mathematical process standards

• Dividing Decimals to Hundredths • STAAR Grade 5: Review 3


82


IMAGINE MATH

Grade 5 Lessons to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm

• STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5

5.3.H

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations

• Adding Fractions with Denominators of 10 or 100 • Adding and Subtracting Fractions - Multistep Word Problems • Adding and Subtracting Fractions • Subtracting Fractions • Subtracting Fractions - Estimation Strategies • Adding Fractions • Adding Fractions - Estimation Strategies

5.3.I

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models

• Multiplying Unit Fractions by Whole Numbers • Multiplying Fractions by Whole Numbers • Solving Word Problems with Multiplication of Fractions by Whole Numbers

5.3.J

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models

• Dividing Unit Fractions by Whole Numbers • Dividing Whole Numbers by Unit Fractions

5.3.K

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student

• Adding and Subtracting Mixed Numbers with Like Denominators - Conceptual Strategies • Adding and Subtracting Mixed Numbers with Like Denominators • Word Problems with Fractions and


83


IMAGINE MATH

Grade 5 Lessons is expected to: add and subtract positive rational numbers fluently

Mixed Numbers - Visual Models • Word Problems with Fractions and Mixed Numbers - Estimation • Operations with Whole Numbers - Mixed Practice • Adding and Subtracting Decimals • Adding and Subtracting Decimals in Real-World Situations • STAAR Grade 5: Review 1 • STAAR Grade 5: Review 2 • STAAR Grade 5: Review 3 • STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5

5.3.L

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: divide whole numbers by unit fractions and unit fractions by whole numbers

• Dividing Unit Fractions by Whole Numbers • Dividing Whole Numbers by Unit Fractions • STAAR Grade 5: Review 2 • STAAR Grade 5: Review 3 • STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5


5.4.A

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: identify prime and composite numbers

• Relating Factors and Multiples I • Relating Factors and Multiples II • Factors

5.4.B

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity

• Using Equations to Model and Solve Multi-step Problems • Operations with Whole Numbers - Mixed Practice • Writing and Interpreting Simple Expressions • STAAR Grade 5: Review 1 • STAAR Grade 5: Review 2 • STAAR Grade 5: Review 3 • STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5

5.4.C

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph

• Generating and Describing Number Patterns • STAAR Grade 5: Review 5

5.4.D Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:

• Additive and Multiplicative Patterns


84


IMAGINE MATH

Grade 5 Lessons recognize the difference between additive and multiplicative numerical patterns given in a table or graph

5.4.E

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: describe the meaning of parentheses and brackets in a numeric expression

• Evaluating Simple Expressions

5.4.F

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: simplify numerical expressions that do not involve exponents, including up to two levels of grouping

• Evaluating Simple Expressions • Writing and Interpreting Simple Expressions • STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5

5.4.G

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh)

• Volume of Rectangular Prisms II

5.4.H

Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: represent and solve problems related to perimeter and/or area and related to volume

• Area and Perimeter of Rectangles • Volume of Rectangular Prisms I • STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5


5.5.A

Geometry and measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to: classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties

• Classifying Triangles • Classifying 2-Dimensional Figures • STAAR Grade 5: Review 5

5.6.A

Geometry and measurement. The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to: recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit

• Volume of Rectangular Prisms I


85


IMAGINE MATH

Grade 5 Lessons cubes (n cubic units) needed to fill it with no gaps or overlaps if possible

5.6.B

Geometry and measurement. The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to: determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base

• Volume of Rectangular Prisms I

5.7.A

Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric


5.8.A

Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to: describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin

• Introduction to the Coordinate Plane

5.8.B

Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to: describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

• Introduction to the Coordinate Plane • Representing Real-World Quantities in the First Quadrant

5.8.C

Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to: graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those

• Introduction to the Coordinate Plane • Representing Real-World Quantities in the First Quadrant • STAAR Grade 5: Review 4 • STAAR Grade 5: Review 5


86


IMAGINE MATH

Grade 5 Lessons generated by number patterns or found in an input-output table

5.Data Analysis

5.9.A

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots

• Bar Graphs and Histograms

5.9.B

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: represent discrete paired data on a scatterplot

• Introduction to Scatter Plots

5.9.C

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

• Bar Graphs and Histograms • Introduction to Scatter Plots • STAAR Grade 5: Review 5


5.10.C

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments

• Methods of Payment

5.10.D

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: develop a system for keeping and using financial records

• Balancing a Budget

5.10.E Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.



87


IMAGINE MATH

Grade 5 Lessons The student is expected to: describe actions that might be taken to balance a budget when expenses exceed income

5.10.F

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: balance a simple budget



88



Grade 6 Lessons


6.2.A

Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to: classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers

• Classifying Rational Numbers

6.2.B

Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to: identify a number, its opposite, and its absolute value

• Absolute Value I • Absolute Value II • Integer Concepts • Integer Concepts with a Number Line

6.2.C

Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to: locate, compare, and order integers and rational numbers using a number line

• Classifying Rational Numbers • Integer Concepts • Integer Concepts with a Number Line • Comparing Rational Numbers II • Comparing Rational Numbers I

6.2.D

Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to: order a set of rational numbers arising from mathematical and real-world contexts

• Classifying Rational Numbers • Comparing Rational Numbers II • Comparing Rational Numbers I • STAAR Grade 6: Review 3 • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.2.E

Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to: extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0

• Fraction, Decimal, and Percent Equivalents • Understanding Fractions as Division

6.3.A Number and operations. The student applies mathematical process standards to represent addition, subtraction,

• Using the Relationship Between Multiplication and Division to Divide Fractions


89


IMAGINE MATH

Grade 6 Lessons multiplication, and division while solving problems and justifying solutions. The student is expected to: recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values

6.3.B

Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to: determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one

• Multiplying Unit Fractions by Whole Numbers • Multiplying Fractions by Whole Numbers • Solving Word Problems with Multiplication of Fractions by Whole Numbers • Understanding Products with Fractions

6.3.C

Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to: represent integer operations with concrete models and connect the actions with the models to standardized algorithms

• Adding and Subtracting Rational Numbers I • Adding and Subtracting Rational Numbers II • Multiplying and Dividing Rational Numbers

6.3.D

Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to: add, subtract, multiply, and divide integers fluently

• Adding and Subtracting Rational Numbers I • Adding and Subtracting Rational Numbers II • Multiplying and Dividing Rational Numbers • STAAR Grade 6: Review 3 • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.3.E

Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to: multiply and divide positive rational numbers fluently

• Dividing Decimals by Decimals • Multiplying by Powers of Ten • Multiplying and Dividing by Powers of Ten • Using Division of Fractions to Represent and Solve Problems • Using the Relationship Between Multiplication and Division to Divide Fractions • Dividing Fractions by Fractions • Dividing Whole Numbers - Standard Algorithm • STAAR Grade 6: Review 1 • STAAR Grade 6: Review 2


90


IMAGINE MATH

Grade 6 Lessons • STAAR Grade 6: Review 3 • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6 • Multiplying with Fractions and Mixed Numbers

6.Proportionality

6.4.A

Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships

• Proportion Concepts

6.4.B

Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates

• Using Ratios to Solve Problems • STAAR Grade 6: Review 2 • STAAR Grade 6: Review 3 • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.4.C

Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: give examples of ratios as multiplicative comparisons of two quantities describing the same attribute

• Concept of Ratios and Rates

6.4.D

Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients

• Concept of Ratios and Rates

6.4.E

Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: represent ratios and percents with concrete models, fractions, and decimals

• Fraction, Decimal, and Percent Equivalents • Identifying Ratios • Ratios • Identifying Unit Rates • Percent Concepts • Reasoning with Percents


91


IMAGINE MATH

Grade 6 Lessons

6.4.F

Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers

• Fraction, Decimal, and Percent Equivalents • Percent Concepts • Reasoning with Percents

6.4.G

Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money

• Fraction, Decimal, and Percent Equivalents • Fraction and Decimal Equivalents • Comparing Fractions and Decimals • STAAR Grade 6: Review 2 • STAAR Grade 6: Review 3 • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6 • Using Division to Write Fractions as Decimals

6.4.H

Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: convert units within a measurement system, including the use of proportions and unit rates

• Converting Units of Measure I • Converting Units of Measure II • STAAR Grade 6: Review 2 • STAAR Grade 6: Review 3 • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.5.A

Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to: represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions

• Proportion Concepts • Identifying Ratios • Ratios • Identifying Unit Rates

6.5.B

Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to: solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models

• Percent Concepts • Reasoning with Percents • STAAR Grade 6: Review 3 • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.5.C Proportionality. The student applies mathematical process standards to solve problems involving proportional

• Fraction, Decimal, and Percent Equivalents


92


IMAGINE MATH

Grade 6 Lessons relationships. The student is expected to: use equivalent fractions, decimals, and percents to show equal parts of the same whole

6.Expressions, Equations, and Relationships

6.6.A

Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to describe algebraic relationships. The student is expected to: identify independent and dependent quantities from tables and graphs

• Independent and Dependent Quantities

6.6.B

Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to describe algebraic relationships. The student is expected to: write an equation that represents the relationship between independent and dependent quantities from a table

• Independent and Dependent Quantities

6.6.C

Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to describe algebraic relationships. The student is expected to: represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.

• Introduction to Solving Word Problems with Algebra • STAAR Grade 6: Review 6

6.7.A

Expressions, equations, and relationships. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization

• Least Common Multiple • Evaluating Expressions with Two Operations • Multiplying by Powers of Ten • Multiplying and Dividing by Powers of Ten • Understanding Exponents • Greatest Common Factor • Greatest Common Factor - Applications • STAAR Grade 6: Review 1 • STAAR Grade 6: Review 2 • STAAR Grade 6: Review 3 • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.7.B

Expressions, equations, and relationships. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: distinguish between expressions and

• Distinguishing Between Expressions and Equations • Introduction to the Language of Algebra


93


IMAGINE MATH

Grade 6 Lessons equations verbally, numerically, and algebraically

6.7.C

Expressions, equations, and relationships. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations

• Identifying and Generating Equivalent Expressions

6.7.D

Expressions, equations, and relationships. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties

• Identifying and Generating Equivalent Expressions • Evaluating Expressions with the Distributive Property • Using the Distributive Property to Represent Real-World Situations • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.8.A

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to: extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle

• Using Line Segments and Angles to Make Triangles

6.8.B

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to: model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes

• Area of Parallelograms • Area of Triangles • Area of Trapezoids and Composite Figures

6.8.C

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to: write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms

• Area of Parallelograms • Area of Triangles • Volume of Rectangular Prisms II • Area of Trapezoids and Composite Figures


94


IMAGINE MATH

Grade 6 Lessons where dimensions are positive rational numbers

6.8.D

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to: determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers

• Area of Parallelograms • Area of Triangles • Volume of Rectangular Prisms II • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6 • Area of Trapezoids and Composite Figures

6.9.A

Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to represent situations. The student is expected to: write one-variable, one-step equations and inequalities to represent constraints or conditions within problems

• Introduction to the Language of Algebra • Writing and Solving One-Step Equations • Introduction to Solving Word Problems with Algebra • Concept of Inequalities I

6.9.B

Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to represent situations. The student is expected to: represent solutions for one-variable, one-step equations and inequalities on number lines

• Concept of Inequalities I

6.9.C

Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to represent situations. The student is expected to: write corresponding real-world problems given one-variable, one-step equations or inequalities

• Concept of Inequalities I

6.10.A

Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to solve problems. The student is expected to: model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts

• Writing and Solving One-Step Equations • Concept of Inequalities I • STAAR Grade 6: Review 4 • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.10.B

Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to solve problems. The student is expected to:

• Reasoning About One-Step Equations


95


IMAGINE MATH

Grade 6 Lessons determine if the given value(s) make(s) one-variable, one-step equations or inequalities true

6.Measurement and Data

6.11.A

Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to: graph points in all four quadrants using ordered pairs of rational numbers.

• Rational Numbers in the Coordinate Plane • Rational Numbers in the Coordinate Plane II • Integers in the Coordinate Plane I • Integers in the Coordinate Plane II • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.12.A

Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to: represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots

• Line Plots • Bar Graphs and Histograms • Box Plots • Stem-and-Leaf Plots

6.12.B

Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to: use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution

• Summarizing Data

6.12.C

Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to: summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution

• Measures of Center - Median • Measures of Center - Mean • Quartiles • Measures of Spread - Range • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6

6.12.D

Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to: summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and

• Summarizing Data • STAAR Grade 6: Review 5 • STAAR Grade 6: Review 6


96


IMAGINE MATH

Grade 6 Lessons use these summaries to describe the data distribution

6.13.A

Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems. The student is expected to: interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots

• Line Plots • Bar Graphs and Histograms • Box Plots • STAAR Grade 6: Review 6 • Stem-and-Leaf Plots

6.13.B

Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems. The student is expected to: distinguish between situations that yield data with and without variability

• Data Analysis


6.14.B

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: distinguish between debit cards and credit cards


6.14.C

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: balance a check register that includes deposits, withdrawals, and transfers


6.14.D

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: explain why it is important to establish a positive credit history

• Credit Reports

6.14.E

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to:

• Credit Reports


97


IMAGINE MATH

Grade 6 Lessons describe the information in a credit report and how long it is retained

6.14.F

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: describe the value of credit reports to borrowers and to lenders

• Credit Reports

6.14.G

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study

• Paying for College I


98



Grade 7 Lessons


7.2.A

Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers

• Classifying Rational Numbers

7.3.A

Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The student is expected to: add, subtract, multiply, and divide rational numbers fluently

• Operations with Rational Numbers I • Operations with Rational Numbers II • Writing and Interpreting Expressions with Rational Numbers • Multiplying Fractions by Whole Numbers to Solve Multistep Problems • Operations with Fractions - Mixed Practice • Understanding Products with Fractions • Using Reasoning and Estimation to Calculate with Decimals • Calculating with Decimals • Understanding and Multiplying with Negative Mixed Numbers

7.3.B

Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The student is expected to: apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers

• Operations with Rational Numbers I • Operations with Rational Numbers II • Writing and Interpreting Expressions with Rational Numbers • Operations with Fractions - Mixed Practice • Using Reasoning and Estimation to Calculate with Decimals • Calculating with Decimals • STAAR Grade 7: Review 1 • STAAR Grade 7: Review 2 • STAAR Grade 7: Review 3 • STAAR Grade 7: Review 4 • STAAR Grade 7: Review 5 • Understanding and Multiplying with Negative Mixed Numbers

7.Proportionality

7.4.A

Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to: represent constant rates of change in

• Distance, Rate, and Time • Proportion Concepts • Proportional Relationships in Tables and Equations • Solving Problems with Unit Rates • Using Proportions to Solve Problems


99


IMAGINE MATH

Grade 7 Lessons mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt

• STAAR Grade 7: Review 2 • STAAR Grade 7: Review 3 • STAAR Grade 7: Review 4 • STAAR Grade 7: Review 5

7.4.B

Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to: calculate unit rates from rates in mathematical and real-world problems

• Solving Problems with Unit Rates

7.4.C

Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to: determine the constant of proportionality (k = y/x) within mathematical and real-world problems

• Using Proportions to Solve Problems

7.4.D

Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to: solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems

• Distance, Rate, and Time • Calculations with Percent • Solving Problems with Unit Rates • Percent and Percent Change • Percent and Percent Error • STAAR Grade 7: Review 2 • STAAR Grade 7: Review 3 • STAAR Grade 7: Review 4 • STAAR Grade 7: Review 5

7.4.E

Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to: convert between measurement systems, including the use of proportions and the use of unit rates

• Converting Units of Measure II

7.5.A

Proportionality. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships. The student is expected to: generalize the critical attributes of similarity, including ratios within and between similar shapes

• Similarity • Introduction to Similar Figures • Using Similar Figures to Solve Problems

7.5.B

Proportionality. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships. The student is expected to:

• Circumference


100


IMAGINE MATH

Grade 7 Lessons describe π as the ratio of the circumference of a circle to its diameter

7.5.C

Proportionality. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships. The student is expected to: solve mathematical and real-world problems involving similar shape and scale drawings

• Using Similar Figures to Solve Problems • Proportions in Scale Drawings • STAAR Grade 7: Review 3 • STAAR Grade 7: Review 4 • STAAR Grade 7: Review 5

7.6.A

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: represent sample spaces for simple and compound events using lists and tree diagrams

• Probability and Sample Spaces

7.6.B

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: select and use different simulations to represent simple and compound events with and without technology

• Simulations of Simple and Compound Events

7.6.C

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: make predictions and determine solutions using experimental data for simple and compound events

• Making Predictions

7.6.D

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: make predictions and determine solutions using theoretical probability for simple and compound events

• Making Predictions

7.6.E

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: find the probabilities of a simple event and its complement and describe the relationship between the two

• Probability and Sample Spaces


101


IMAGINE MATH

Grade 7 Lessons

7.6.F

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: use data from a random sample to make inferences about a population

• Sampling

7.6.G

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents

• Line Plots • Bar Graphs and Histograms • Circle Graphs • STAAR Grade 7: Review 5

7.6.H

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: solve problems using qualitative and quantitative predictions and comparisons from simple experiments

• Making Predictions • STAAR Grade 7: Review 5

7.6.I

Proportionality. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to: determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces

• Simple Probability • STAAR Grade 7: Review 5 • Compound Probability


7.7.A

Expressions, equations, and relationships. The student applies mathematical process standards to represent linear relationships using multiple representations. The student is expected to: represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.

• Solving Equations with the Distributive Property in Context • Solving Word Problems with Algebra • STAAR Grade 7: Review 5

7.8.A

Expressions, equations, and relationships. The student applies mathematical process standards to develop geometric relationships with volume. The student is expected to: model the relationship between the volume of a rectangular prism and a

• Volume of Pyramids and Cones


102


IMAGINE MATH

Grade 7 Lessons rectangular pyramid having both congruent bases and heights and connect that relationship to the formulas

7.8.B

Expressions, equations, and relationships. The student applies mathematical process standards to develop geometric relationships with volume. The student is expected to: explain verbally and symbolically the relationship between the volume of a triangular prism and a triangular pyramid having both congruent bases and heights and connect that relationship to the formulas

• Volume of Pyramids and Cones

7.8.C

Expressions, equations, and relationships. The student applies mathematical process standards to develop geometric relationships with volume. The student is expected to: use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas

• Circumference • Area of Circles

7.9.A

Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems. The student is expected to: solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids

• Volume of Pyramids and Cones • Surface Area and Volume of Rectangular Prisms • STAAR Grade 7: Review 4 • STAAR Grade 7: Review 5

7.9.B

Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems. The student is expected to: determine the circumference and area of circles

• Circumference • Area of Circles • STAAR Grade 7: Review 4 • STAAR Grade 7: Review 5

7.9.C

Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems. The student is expected to: determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles

• Area of Complex Composite Figures • STAAR Grade 7: Review 4 • STAAR Grade 7: Review 5

7.9.D

Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems. The student is expected to: solve problems involving the lateral and

• Surface Area of Pyramids • Surface Area and Volume of Rectangular Prisms


103


IMAGINE MATH

Grade 7 Lessons total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net

7.10.A

Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations and inequalities to represent situations. The student is expected to: write one-variable, two-step equations and inequalities to represent constraints or conditions within problems

• Combining Like Terms • Solving and Modeling Two-Step Problems • Solving Equations with the Distributive Property • Solving Equations with the Distributive Property in Context • Introduction to Solving Word Problems with Algebra • Solving Word Problems with Algebra

7.10.B

Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations and inequalities to represent situations. The student is expected to: represent solutions for one-variable, two-step equations and inequalities on number lines

• Modeling, Evaluating, and Graphing Two-Step Inequalities in One Variable • Concept of Inequalities I

7.10.C

Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations and inequalities to represent situations. The student is expected to: write a corresponding real-world problem given a one-variable, two-step equation or inequality

• Modeling, Evaluating, and Graphing Two-Step Inequalities in One Variable

7.11.A

Expressions, equations, and relationships. The student applies mathematical process standards to solve one-variable equations and inequalities. The student is expected to: model and solve one-variable, two-step equations and inequalities

• Solving and Modeling Two-Step Problems • Solving Equations with the Distributive Property • Solving Equations with the Distributive Property in Context • STAAR Grade 7: Review 1 • STAAR Grade 7: Review 2 • STAAR Grade 7: Review 3 • STAAR Grade 7: Review 4 • STAAR Grade 7: Review 5

7.11.B

Expressions, equations, and relationships. The student applies mathematical process standards to solve one-variable equations and inequalities. The student is expected to: determine if the given value(s) make(s) one-variable, two-step equations and inequalities true

• Modeling, Evaluating, and Graphing Two-Step Inequalities in One Variable • Concept of Inequalities I


104


IMAGINE MATH

Grade 7 Lessons

7.11.C

Expressions, equations, and relationships. The student applies mathematical process standards to solve one-variable equations and inequalities. The student is expected to: write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships

• Angle Pairs


7.12.A

Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data. The student is expected to: compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads

• Comparing Data • STAAR Grade 7: Review 5

7.12.B

Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data. The student is expected to: use data from a random sample to make inferences about a population

• Sampling

7.12.C

Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data. The student is expected to: compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations

• Sampling


7.13.A

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: calculate the sales tax for a given purchase and calculate income tax for earned wages

• Taxes and Government Public Programs • Calculations with Percent

7.13.B

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: identify the components of a personal

• Creating a Budget


105


IMAGINE MATH

Grade 7 Lessons budget, including income; planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget

7.13.D

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: use a family budget estimator to determine the minimum household budget and average hourly wage needed for a family to meet its basic needs in the student's city or another large city nearby

• Creating a Budget

7.13.E

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: calculate and compare simple interest and compound interest earnings

• Simple Interest


106



Grade 8 Lessons


8.2.A

Number and operations. The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to: extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers

• Classifying and Ordering Real Numbers

8.2.B

Number and operations. The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to: approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line

• Understanding Square and Cube Roots • Approximating Values of Irrational Numbers

8.2.C

Number and operations. The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to: convert between standard decimal notation and scientific notation

• Interpreting Numbers Written in Scientific Notation

8.2.D

Number and operations. The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to: order a set of real numbers arising from mathematical and real-world contexts

• Classifying and Ordering Real Numbers • STAAR Grade 8: Review 3 • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5

8.Proportionality

8.3.A

Proportionality. The student applies mathematical process standards to use proportional relationships to describe dilations. The student is expected to: generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation

• Dilations • Similarity

8.3.B Proportionality. The student applies mathematical process standards to use

• Dilations in the Coordinate Plane • Dilations


107


IMAGINE MATH

Grade 8 Lessons proportional relationships to describe dilations. The student is expected to: compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane

8.3.C

Proportionality. The student applies mathematical process standards to use proportional relationships to describe dilations. The student is expected to: use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation

• Dilations in the Coordinate Plane • Dilations • STAAR Grade 8: Review 5

8.4.A

Proportionality. The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to: use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1)/ (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line

• Slope

8.4.B

Proportionality. The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to: graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship

• Interpreting Unit Rates on Graphs • Interpreting Points on Graphs of Proportional Relationships • Interpreting Slope • STAAR Grade 8: Review 1 • STAAR Grade 8: Review 2 • STAAR Grade 8: Review 3 • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5

8.4.C

Proportionality. The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to: use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems

• Slope-Intercept Form • STAAR Grade 8: Review 1 • STAAR Grade 8: Review 2 • STAAR Grade 8: Review 3 • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5

8.5.A

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: represent linear proportional situations

• Slope-Intercept Form • Direct Variation • Interpreting Slope


108


IMAGINE MATH

Grade 8 Lessons with tables, graphs, and equations in the form of y = kx

8.5.B

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0

• Slope-Intercept Form

8.5.C

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation

• Comparing Linear and Nonlinear Data

8.5.D

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: use a trend line that approximates the linear relationship between bivariate sets of data to make predictions

• Exploring Patterns in Data • Comparing Linear and Nonlinear Data

8.5.E

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: solve problems involving direct variation

• Direct Variation

8.5.F

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0



109


IMAGINE MATH

Grade 8 Lessons

8.5.G

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: identify functions using sets of ordered pairs, tables, mappings, and graphs

• Function Notation II • STAAR Grade 8: Review 1 • STAAR Grade 8: Review 2 • STAAR Grade 8: Review 3 • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5

8.5.H

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems


8.5.I

Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations

• Slope-Intercept Form • STAAR Grade 8: Review 1 • STAAR Grade 8: Review 2 • STAAR Grade 8: Review 3 • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5


8.6.A

Expressions, equations, and relationships. The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas. The student is expected to: describe the volume formula V = Bh of a cylinder in terms of its base area and its height

• Volume of Cylinders

8.6.B

Expressions, equations, and relationships. The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas. The student is expected to: model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas

• Volume of Cylinders • Volume of Pyramids and Cones

8.6.C Expressions, equations, and relationships. The student applies mathematical process standards to develop mathematical

• Pythagorean Theorem - Hypotenuse • Understanding the Pythagorean


110


IMAGINE MATH

Grade 8 Lessons relationships and make connections to geometric formulas. The student is expected to: use models and diagrams to explain the Pythagorean theorem

Theorem • Pythagorean Theorem - Legs

8.7.A

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to solve problems. The student is expected to: solve problems involving the volume of cylinders, cones, and spheres

• Volume of Cylinders • Volume of Pyramids and Cones • Volume of Spheres • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5

8.7.B

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to solve problems. The student is expected to: use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders

• Surface Area of Cylinders • Surface Area and Volume of Rectangular Prisms • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5

8.7.C

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to solve problems. The student is expected to: use the Pythagorean Theorem and its converse to solve problems

• Pythagorean Theorem - Hypotenuse • Pythagorean Theorem - Mixed Problems • Pythagorean Theorem - Distance Formula • STAAR Grade 8: Review 5 • Pythagorean Theorem - Legs

8.7.D

Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to solve problems. The student is expected to: determine the distance between two points on a coordinate plane using the Pythagorean Theorem

• Pythagorean Theorem - Distance Formula

8.8.A

Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to: write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants

• Solving Equations with the Variable on Both Sides

8.8.B

Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to: write a corresponding real-world problem when given a one-variable equation or

• Solving Equations with the Variable on Both Sides


111


IMAGINE MATH

Grade 8 Lessons inequality with variables on both sides of the equal sign using rational number coefficients and constants

8.8.C

Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to: model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

• Analyzing Solution Sets to Linear Equations with the Variable on Both Sides • Solving Equations with the Variable on Both Sides • STAAR Grade 8: Review 3 • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5

8.8.D

Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to: use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles

• Parallel Lines and Transversals

8.9.A

Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations

• Solving a System of Linear Equations Graphically

8.Two-Dimensional Shapes

8.10.A

Two-dimensional shapes. The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to: generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane

• Reflections • Translations • Rotations

8.10.B

Two-dimensional shapes. The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to: differentiate between transformations that preserve congruence and those that do not

• Congruence


112


IMAGINE MATH

Grade 8 Lessons

8.10.C

Two-dimensional shapes. The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to: explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation

• Composition of Transformations • STAAR Grade 8: Review 5

8.10.D

Two-dimensional shapes. The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to: model the effect on linear and area measurements of dilated two-dimensional shapes

• Dilations


8.11.A

Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data. The student is expected to: construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data

• Exploring Patterns in Data • Comparing Linear and Nonlinear Data

8.11.B

Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data. The student is expected to: determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points

• Deviation from the Mean

8.11.C

Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data. The student is expected to: simulate generating random samples of the same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected

• Sampling


8.12.A Personal financial literacy. The student applies mathematical process standards

• Simple Interest • Cost of Loans


113


IMAGINE MATH

Grade 8 Lessons to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: solve real-world problems comparing how interest rate and loan length affect the cost of credit

8.12.B

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator

• Cost of Loans

8.12.D

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: calculate and compare simple interest and compound interest earnings

• Comparing Simple and Compound Interest • Simple Interest • STAAR Grade 8: Review 1 • STAAR Grade 8: Review 2 • STAAR Grade 8: Review 3 • STAAR Grade 8: Review 4 • STAAR Grade 8: Review 5

8.12.E

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: identify and explain the advantages and disadvantages of different payment methods


8.12.G

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to: estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college

• Paying for College II


114

Imagine Math Lessons Aligned to Texas Prekindergarten Guidelines

Prekindergarten Imagine Math Prekindergarten Lessons Aligned to Texas Prekindergarten Guidelines

IMAGINE MATH TEXAS

PREKINDERGARTEN GUIDELINES

Lesson Prekindergarten

1 Introduction of colors • PK.E1

2 Grouping by color • PK.E1

3 Location words: On, under, above, next to • PK.C3 • PK.E1

4 Location words: Behind, in front of, between • PK.C3 • PK.E1

5 Circles and polygons

• PK.C1 • PK.C3 • PK.C4 • PK.D4 • PK.E1

6 Grouping by color and shape • PK.C2 • PK.C4 • PK.E1

7 Location words: above, below, up, down • PK.C3 • PK.E1

8 Size: big and small • PK.A7 • PK.C3 • PK.E1

9 Comparing and ordering by size • PK.E1

10 Triangles, rectangles, and squares • PK.C1 • PK.C4 • PK.E1

11 Location words: Left and right • PK.C3 • PK.E1

12 Comparing and grouping objects by size, color, and shape • PK.C1 • PK.C3 • PK.E1

13 Height: Tall and short • PK.D1 • PK.E1

14 Comparing and ordering by height, I • PK.D1 • PK.E1


115

IMAGINE MATH TEXAS



15 Comparing and ordering by height, II • PK.C4 • PK.D1 • PK.E1

16 Length: Long and short • PK.D1 • PK.E1

17 Comparing and ordering by length, I • PK.D1 • PK.E1

18 Comparing and ordering by length, II • PK.D1 • PK.E1

19 Width: Wide and narrow • PK.D1 • PK.E1

20 Comparing and ordering by width, I • PK.D1 • PK.E1

21 Comparing and ordering by width, II

• PK.A7 • PK.C4 • PK.D1 • PK.E1

22 Event sequences: First and next • PK.C2 • PK.D4

23 Time of day: Morning, afternoon, evening, night • PK.D4 • PK.E3

24 Sequences: First and last

• PK.A7 • PK.C1 • PK.C3 • PK.D4

25 Patterns • PK.C3 • PK.E1 • PK.E3

26 Comparing quantities: One-Many • PK.E1

27 Comparing quantities: Equality I • PK.C4 • PK.E3

28 Comparing quantities: Equality II Supplemental

29 Dividing into equal groups

• PK.B3 • PK.C3 • PK.E1 • PK.E3

30 Comparing quantities: More-Fewer, I • PK.C3 • PK.E1

31 Comparing quantities: More-Fewer, II • PK.E1

32 Comparing quantities: Inequality, I • PK.C1 • PK.E3


116

IMAGINE MATH TEXAS



33 Comparing quantities: Inequality, II

• PK.C3 • PK.D1 • PK.E1 • PK.E3

34 Comparing quantities: Inequality, III • PK.B3 • PK.E1

35 Making equal by increasing, I

• PK.B1 • PK.C2 • PK.C4 • PK.D1 • PK.E1

36 Making equal by increasing, II

• PK.B1 • PK.C2 • PK.C4 • PK.D1 • PK.D4 • PK.E1 • PK.E3

37 Making equal by increasing, III

• PK.B1 • PK.C2 • PK.D1 • PK.E1

38 Making equal by decreasing, I • PK.C2 • PK.E3

39 Making equal by decreasing, II

• PK.C3 • PK.C4 • PK.D4 • PK.E3

40 Making equal by decreasing, III

• PK.B2 • PK.C1 • PK.C3 • PK.D1 • PK.E1 • PK.E3

41 Addition with manipulatives, I • PK.B1 • PK.C2 • PK.E1

42 Addition with manipulatives, II • PK.B1 • PK.E1 • PK.E3

43 Addition with manipulatives, III

• PK.A7 • PK.B1 • PK.C1 • PK.C2 • PK.D4 • PK.E1


117

IMAGINE MATH TEXAS



44 Addition with manipulatives, IV • PK.B1 • PK.C2 • PK.E1

45 Subtraction with manipulatives, I • PK.B2 • PK.E1

46 Subtraction with manipulatives, II

• PK.B2 • PK.D1 • PK.E1 • PK.E3

47 Subtraction with manipulatives, III • PK.B2 • PK.C4 • PK.E1

48 Addition and subtraction with manipulatives • PK.B1 • PK.B2 • PK.C4

49 The digit and number 1

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.C4 • PK.E1

50 First ordinal position

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.A9 • PK.C1 • PK.D4 • PK.E1

51 Practice using the number 1 • PK.A9 • PK.C2 • PK.E3

52 The digit and number 0

• PK.A9 • PK.B1 • PK.B2 • PK.C3 • PK.D4 • PK.E1

53 Practice using the numbers 0 and 1 • PK.A9 • PK.B1 • PK.B2 • PK.C2


118

IMAGINE MATH TEXAS


Lesson Prekindergarten • PK.D1 • PK.E1

54 Counting to two and the digit 2

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.E3

55 Two and the concept of a pair

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.C1 • PK.E1

56 Number composition of 2

• PK.A7 • PK.B1 • PK.B2 • PK.B3 • PK.D4 • PK.E1

57 Ordinal counting up to two

• PK.A2 • PK.A7 • PK.A9 • PK.C2 • PK.E1 • PK.E3

58 Comparing and grouping objects by two attributes

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.C1 • PK.E1

59 Counting to three and the digit 3

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9

60 Ordinal counting up to 3

• PK.A2 • PK.A7 • PK.A9 • PK.E3

61 Triangles: 3 sides, 3 angles • PK.A1 • PK.A2 • PK.A3


119

IMAGINE MATH TEXAS


Lesson Prekindergarten • PK.A4 • PK.A5 • PK.B1 • PK.B2 • PK.C1 • PK.C2 • PK.C3 • PK.E1


• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.B1 • PK.D4 • PK.E3

63 Word problems: story with a question

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.B1 • PK.B2 • PK.C1

64 Solving word problems with the numbers 1, 2, 3

• PK.B1 • PK.B2 • PK.D1 • PK.E1 • PK.E3

65 Counting to four and the digit 4

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.B1 • PK.D4

66 Ordinal counting up to 4 and comparison

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.A9 • PK.C2

67 Number composition of 4, I • PK.A9 • PK.B1 • PK.C1


120

IMAGINE MATH TEXAS


Lesson Prekindergarten • PK.C2 • PK.E1

68 Number composition of 4, II

• PK.B1 • PK.C1 • PK.C2 • PK.C3 • PK.E1

69 Counting to five and the digit 5

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.B1 • PK.D4 • PK.E3

70 Ordinal counting and comparison up to 5

• PK.A2 • PK.A7 • PK.A9 • PK.D4


• PK.A2 • PK.A7 • PK.A9 • PK.B1 • PK.C1 • PK.C2 • PK.C4 • PK.E1 • PK.E3

72 Review of number composition and counting

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.A9 • PK.B1 • PK.C1 • PK.E3

73 Review of comparison and introduction of counting down

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.D1 • PK.E1

74 Word problems with numbers up to 5 • PK.A1 • PK.A2


121

IMAGINE MATH TEXAS


Lesson Prekindergarten • PK.A3 • PK.A4 • PK.A5 • PK.B1 • PK.B2

75 Counting to six and the digit 6

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.B1 • PK.C4 • PK.D1 • PK.D4 • PK.E1


• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.D1 • PK.E1 • PK.E3

77 Word problems with numbers up to 6

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.A9 • PK.B1 • PK.B2 • PK.B3 • PK.C3 • PK.D1 • PK.E1

78 Counting to seven and the digit 7

• PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.B1 • PK.D4 • PK.E1

79 Ordinal counting and comparison up to 7 • PK.A1 • PK.A2 • PK.A3 • PK.A4


122

IMAGINE MATH TEXAS


Lesson Prekindergarten • PK.A5 • PK.A7 • PK.A9 • PK.E1


• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.A9 • PK.B1 • PK.B2 • PK.E1

81 Counting to eight and the digit 8

• PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.B1 • PK.D4 • PK.E1


• PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7


• PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.B1 • PK.B2 • PK.E1

84 Counting to nine and the digit 9

• PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.B1 • PK.C1 • PK.C3 • PK.D4 • PK.E1

85 Ordinal counting and comparison up to 9 • PK.A2 • PK.A3 • PK.A4 • PK.A5


123

IMAGINE MATH TEXAS


Lesson Prekindergarten • PK.A7 • PK.C3


• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.A9 • PK.B1 • PK.B2 • PK.E1

87 Counting to 10 and representing 10

• PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.C1 • PK.D4

88 Ordinal counting and comparison up to 10 • PK.A2 • PK.A7 • PK.C3


• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.B1 • PK.B2 • PK.E1

90 Using a ruler to compare numbers

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.E1

91 Addition and subtraction with a ruler, I • PK.A2 • PK.C3

92 Addition and subtraction with a ruler, II

• PK.A2 • PK.A9 • PK.E1 • PK.E3

93 Review, I

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5


124

IMAGINE MATH TEXAS


Lesson Prekindergarten • PK.A7 • PK.B1 • PK.C1 • PK.C3 • PK.E1 • PK.E2 • PK.E3

94 Review, II

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.B2 • PK.E1

95 Review, III

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A9 • PK.B1 • PK.B2 • PK.C2 • PK.D4

96 Review, IV

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.B1 • PK.C1 • PK.C3 • PK.C4

97 Review, V

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.B2 • PK.C1 • PK.D4

98 Review, VI • PK.C2

99 Review, VII

• PK.A1 • PK.A2 • PK.A3 • PK.A4 • PK.A5 • PK.A7 • PK.C2


125

IMAGINE MATH TEXAS


Lesson Prekindergarten • PK.C3 • PK.E1 • PK.E2

Imagine Math Lessons Aligned to Texas Essential Knowledge and Skills for Mathematics

Kindergarten Imagine Math Kindergarten Lessons Aligned to Texas Essential Knowledge and Skills for Mathematics

IMAGINE MATH

TEXAS ESSENTIAL KNOWLEDGE AND

SKILLS FOR MATHEMATICS

Lesson Kindergarten

1 Comparing, matching, and grouping by various attributes, I • K.8A

2 Comparing, matching, and grouping by various attributes, II • K.6A • K.6E • K.8A

3 Comparing, matching, and grouping by various attributes, III • K.6A • K.6E

4 Length and width; comparing and ordering objects by these attributes

• K.6A • K.6E • K.7A • K.7B

5 Volume; comparing and ordering objects by volume • K.7A • K.7B

6 Weight • K.7A • K.7B • K.8A

7 As many as, more, and less • K.2E • K.2G

8 Equality and inequality: Equal and not equal signs • K.7B • K.8A

9 Greater than and less than: > and < signs • K.2H • K.6A • K.8A

10 Review comparing object quantities • K.2E • K.2G


126

IMAGINE MATH



Lesson Kindergarten • K.7B • K.8A

11 Operations with numbers 0 to 5

• K.2A • K.2H • K.2I • K.3A

12 Introduction of part-part-whole • K.3A

13 Segment models for part-part-whole

• K.2E • K.2G • K.3A • K.3B • K.3C

14 Commutative property of addition • K.3A • K.3B • K.3C

15 Comparing numbers within 10

• K.5 • K.2A • K.2B • K.2E • K.2G

16 Number composition of 6 • K.2I


• K.2B • K.2E • K.2G • K.2I • K.3A • K.3B • K.3C • K.7B


• K.2B • K.2I • K.3A • K.6A • K.7B • K.8A


• K.2B • K.2E • K.2G • K.2I • K.3A • K.3B • K.3C

20 Addition and subtraction • K.2B • K.3A


127

IMAGINE MATH



Lesson Kindergarten

21 Two-digit numbers and place value

• K.5 • K.2A • K.2B • K.2F


• K.2E • K.2G • K.2I • K.3A • K.3B • K.3C

23 Comparing numbers using a ruler

• K.2E • K.2F • K.2G • K.2H • K.3A • K.3B • K.3C • K.7B

24 Properties of 0 • K.3A • K.7B • K.8A

25 Operations with 0 to 10

• K.5 • K.2A • K.2B • K.2E • K.2G • K.3A • K.3B • K.3C • K.6A • K.7A • K.8A

26 Using segment models for part-part-whole • K.2B • K.7B • K.8A

27 Operations and word problems with 0 to 10

• K.2B • K.2E • K.2G • K.3A • K.3B • K.3C • K.7B • K.8A

28 Identifying the bigger quantity, smaller quantity, and difference

• K.2B • K.2E • K.2G • K.3A


128

IMAGINE MATH



Lesson Kindergarten

29 Finding the difference

• K.2B • K.2E • K.2G • K.2H • K.3A • K.8A

30 Finding the bigger quantity

• K.2B • K.2E • K.2G • K.3A • K.7B

31 Practice finding the difference and the bigger quantity • K.2B • K.2H • K.3A

32 Finding the smaller quantity

• K.2B • K.2E • K.2G • K.3A

33 Solving comparison problems

• K.2B • K.2E • K.2G • K.3A

34 Problems with two operations, I

• K.5 • K.2A • K.2E • K.2G

35 Problems with two operations, II

• K.5 • K.2A • K.2B • K.2E • K.2G

36 Counting, ordering, and place value decomposition up to 13

• K.5 • K.2A • K.2B • K.2C • K.2E • K.2F • K.2G • K.8A

37 Comparing numbers up to 13

• K.2B • K.2C • K.6D • K.8A

38 Finding the previous and the next number up to 13 • K.2B • K.2E • K.2F


129

IMAGINE MATH



Lesson Kindergarten • K.2G • K.2H • K.3A

39 Writing numbers up to 13 in expanded form

• K.5 • K.2A • K.2E • K.2G • K.3A • K.7B • K.8A

40 Addition and subtraction based on place value decomposition up to 13

• K.2B • K.2E • K.2G • K.3A

41 Review of part, part, whole and bigger quantity, smaller quantity, difference

• K.2B • K.2E • K.2G • K.3A • K.3B • K.3C

42 Counting, ordering, and place value decomposition up to 19

• K.5 • K.2A • K.2B • K.2C • K.2F • K.8A

43 Comparing numbers up to 19

• K.5 • K.2B • K.2E • K.2G • K.3A

44 Addition and subtraction based on place value decomposition up to 19

• K.5 • K.2A • K.2B • K.2C • K.2E • K.2G • K.3A • K.8A

45 Writing numbers up to 19 in expanded form

• K.5 • K.2E • K.2G • K.3A • K.7B • K.8A


130

IMAGINE MATH



Lesson Kindergarten

46 Practice counting, comparing, and place value decomposition up to 19

• K.2B • K.2C • K.2E • K.2G • K.3A • K.3B • K.3C

47 Addition and subtraction with a one- and a two-digit numbers up to 19 • K.5

48 Practice addition and subtraction up to 19

• K.5 • K.2A • K.2E • K.2G • K.3A

49 Practice word problems and addition/subtraction up to 19

• K.2B • K.2E • K.2G • K.3A • K.3B • K.3C

50 Introduction to the number 20

• K.5 • K.2A • K.2B • K.2C • K.2E • K.2F • K.2G • K.3A

51 Ordinals, addition, and subtraction

• K.5 • K.2A • K.2E • K.2F • K.2G • K.3A • K.3B • K.3C

52 Comparing numbers and finding the difference

• K.5 • K.2B • K.2E • K.2F • K.2G • K.3A • K.3B • K.3C • K.8A

53 Counting, comparing, and ordering up to 20 • K.5 • K.2A


131

IMAGINE MATH



Lesson Kindergarten • K.2B • K.2C • K.2E • K.2G • K.3A

54 Part, part, whole and bigger quantity, smaller quantity, difference

• K.5 • K.2A • K.2B • K.2E • K.2G • K.2H • K.3A • K.3B • K.3C • K.8A

55 Addition of two numbers to get 20

• K.2B • K.2C • K.2E • K.2G • K.2I • K.3A

56 Review addition, subtraction, and bigger quantity, smaller quantity, difference

• K.2B • K.2E • K.2G • K.2H • K.3A • K.3B • K.3C • K.8A

57 Review ordering, place value decomposition, addition, and subtraction

• K.5 • K.2A • K.2E • K.2G • K.3A • K.6A

58 Subtraction of a one-digit number from 20

• K.2B • K.2E • K.2F • K.2G • K.3A • K.8A

59 Addition and subtraction up to 20

• K.5 • K.2A • K.2E • K.2G • K.3A • K.7B


132

IMAGINE MATH



Lesson Kindergarten

60 Review addition, subtraction, ordering, and two-step calculations

• K.2B • K.3B • K.3C • K.7A

61 Review: Operations within 20 and shapes

• K.5 • K.2A • K.2B • K.2C • K.6A • K.8A

62 Points, straight lines, and curved lines • K.2F

63 Rays and segments

• K.2E • K.2F • K.2G • K.3B • K.3C

64 Closed and open curves

• K.5 • K.2A • K.2B • K.2C • K.2F • K.6A • K.7B • K.8A

65 Polygons

• K.2F • K.6D • K.6F • K.8A

66 Circles and spheres, I

• K.5 • K.2E • K.2F • K.2G • K.3A • K.6A • K.6B • K.8A

67 Circles and spheres, II

• K.5 • K.2A • K.2B • K.6A • K.6B • K.8A

68 Squares and cubes, I • K.2E • K.2G • K.3A • K.3B


133

IMAGINE MATH



Lesson Kindergarten • K.3C • K.6A • K.6B • K.8A

69 Squares and cubes, II

• K.5 • K.2B • K.2C • K.2F • K.6A • K.6B • K.6F • K.8A

70 Triangles, circles, and cones, I • K.6A • K.6B

71 Triangles, circles, and cones, II • K.6B

72 Circles, rectangles, and cylinders, I

• K.2E • K.2F • K.2G • K.3A • K.6B • K.8A

73 Circles, rectangles, and cylinders, II • K.6B • K.6E • K.8A

74 2D and 3D shapes: Review

• K.5 • K.2A • K.2B • K.2F • K.2I • K.3A • K.6B • K.6E • K.8A

75 Review: Operations within 20, I

• K.2E • K.2G • K.3A • K.3B • K.3C • K.6D

76 Review: Operations within 20, II

• K.2B • K.2C • K.2E • K.2F • K.2G • K.3A


134

IMAGINE MATH



Lesson Kindergarten

77 Counting and comparison

• K.5 • K.2A • K.2B • K.2E • K.2G • K.3A • K.3B • K.3C • K.6B • K.6E • K.8A

78 Counting, comparison, and expressions with two operations

• K.5 • K.2A • K.2E • K.2G • K.3A

79 Place value composition

• K.2B • K.2E • K.2G • K.3A • K.3B • K.3C

80 Round numbers within 100

• K.5 • K.2B • K.2E • K.2G • K.3A • K.3B • K.3C

81 Identifying and comparing round numbers • K.5 • K.6B

82 Counting by tens

• K.5 • K.2E • K.2F • K.2G • K.3A

83 Two-digit numbers above 20, I

• K.2E • K.2G • K.3B • K.3C • K.8A

84 Two-digit numbers above 20, II

• K.5 • K.2E • K.2F • K.2G • K.3A • K.8A


135

IMAGINE MATH



Lesson Kindergarten

85 Two-digit numbers above 20, III

• K.5 • K.2E • K.2G • K.3A • K.3B • K.3C

86 Measurement, I • K.7B • K.8A

87 Measurement, II

• K.2B • K.2E • K.2F • K.2G • K.3A • K.7B • K.8A

88 Money

• K.4 • K.2B • K.2C • K.2E • K.2F • K.2G • K.2H • K.3B • K.3C • K.8A • K.8B • K.8C • K.9A • K.9B • K.9C • K.9D


136

Grade 1 Imagine Math Grade 1 Lessons Aligned to Texas Essential Knowledge and Skills for Mathematics

IMAGINE MATH



Lesson Grade 1

1 Comparing and grouping objects • 1.2F • 1.5A • 1.6D

2 Comparing, ordering, and number composition

• 1.2D • 1.2F • 1.2G • 1.5E • 1.6D • 1.8A

3 2D shapes, counting, and number composition

• 1.2F • 1.5A • 1.6F • 1.8A

4 Counting forward and backward

• 1.2F • 1.3D • 1.5A • 1.5G

5 Addition and subtraction as inverse operations

• 1.2D • 1.3B • 1.3D • 1.3E • 1.5D • 1.5E • 1.5G

6 Part, part, whole • 1.3C

7 Addends and sums

• 1.2F • 1.3B • 1.3E • 1.5D • 1.5F

8 Continue solving addition problems

• 1.3B • 1.3D • 1.3E • 1.5A • 1.5D • 1.5F • 1.5G

9 Lines, rays, and segments • 1.2F • 1.3B • 1.3E


137

IMAGINE MATH



Lesson Grade 1 • 1.5D • 1.5F

10 Commutative property of addition

• 1.2G • 1.3B • 1.3D • 1.3E • 1.5D • 1.5E • 1.5F • 1.5G

11 Bigger quantity, smaller quantity, difference

• 1.3B • 1.3E • 1.5A • 1.5D

12 Minuend, subtrahend, difference

• 1.3B • 1.3E • 1.5D • 1.5F

13 Finding the minuend, subtrahend, or difference given the other two

• 1.2B • 1.2C • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F • 1.5G

14 Practice addition and subtraction

• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F • 1.5G

15 Properties of 0

• 1.2B • 1.2C • 1.3B • 1.3E • 1.5D • 1.5F

16 Place value decomposition

• 1.2B • 1.2C • 1.2D • 1.2F • 1.2G • 1.3A • 1.3B


138

IMAGINE MATH



Lesson Grade 1 • 1.3D • 1.3E • 1.5D • 1.5F

17 Practice place value decomposition

• 1.2B • 1.2C • 1.2G • 1.3A • 1.3B • 1.3D • 1.3E • 1.5A • 1.5D • 1.5F

18 Expressions with two operations

• 1.2B • 1.2C • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.6F

19 Commutative property and expressions with two operations

• 1.2B • 1.2C • 1.3A • 1.3B • 1.3D • 1.3E • 1.5A • 1.5D • 1.5F • 1.5G

20 Review: Expressions with two operations

• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5G

21 The making ten strategy for addition

• 1.3A • 1.3B • 1.3C • 1.3D • 1.3E • 1.5D • 1.5F

22 Adding one-digit numbers by making ten: Adding 2, 3 • 1.2B • 1.2C • 1.2D


139

IMAGINE MATH



Lesson Grade 1 • 1.3A • 1.3B • 1.3C • 1.3D • 1.3E • 1.5D • 1.5F

23 Adding one-digit numbers by making ten: Adding 4

• 1.3A • 1.3B • 1.3C • 1.3D • 1.3E • 1.5D • 1.5F


• 1.3A • 1.3B • 1.3C • 1.3D • 1.3E • 1.5D • 1.5F


• 1.3A • 1.3B • 1.3C • 1.3D • 1.3E • 1.5D • 1.5F


• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F • 1.6F

27 Adding one-digit numbers by making ten: Adding 8, 9

• 1.2D • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F

28 Review all cases of addition with making ten

• 1.2G • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D


140

IMAGINE MATH



Lesson Grade 1

29 The making ten strategy for subtraction

• 1.3B • 1.3D • 1.3E • 1.5D • 1.5F

30 Subtraction from 11 using making ten • 1.3C • 1.3D • 1.5F

31 Subtraction from 12 using making ten

• 1.3B • 1.3D • 1.3E • 1.5D • 1.5F


• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F


• 1.3B • 1.3D • 1.3E • 1.5D • 1.5F


• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F


• 1.2D • 1.2G • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F

36 Subtraction from 17 and 18 using making ten

• 1.2D • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D

37 Review all cases of subtraction with making ten • 1.3B • 1.3D • 1.3E


141

IMAGINE MATH



Lesson Grade 1 • 1.5D • 1.5F

38 Review addition and subtraction with making ten

• 1.3B • 1.3D • 1.3E • 1.5D

39 Review evaluating expressions with two operations

• 1.2B • 1.2C • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D

40 Prepare to solve two-step word problems, I

• 1.3B • 1.3D • 1.3E • 1.5D

41 Prepare to solve two-step word problems, II • 1.3D • 1.6F

42 Round numbers up to 100, I

• 1.2B • 1.2C • 1.2E • 1.2G • 1.3A • 1.3D • 1.5B

43 Round numbers up to 100, II

• 1.2B • 1.2C • 1.2E • 1.2G • 1.3A • 1.3D • 1.5B • 1.5C

44 Addition of round numbers

• 1.2B • 1.2C • 1.3A • 1.3D

45 Subtraction of round numbers

• 1.2B • 1.2C • 1.3D • 1.5B

46 Addition and subtraction of round numbers, I • 1.2E • 1.2G • 1.3D


142

IMAGINE MATH



Lesson Grade 1

47 Addition and subtraction of round numbers, II

• 1.2B • 1.2C • 1.2E • 1.2G • 1.3A • 1.3D

48 Solving two-step word problems, I

• 1.2D • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D

49 Solving two-step word problems, II • 1.3D

50 Solving two-step word problems, III • 1.3D

51 Numbers 21-99

• 1.2B • 1.2C • 1.3A • 1.3D • 1.5A

52 Place value decomposition, ordering, and comparison up to 99, I

• 1.2B • 1.2C • 1.2D • 1.2E • 1.2F • 1.2G • 1.3D • 1.5A

53 Place value decomposition, ordering, and comparison up to 99, II

• 1.2B • 1.2C • 1.2E • 1.2F • 1.2G • 1.3D • 1.5A • 1.8A

54 Addition based on place value

• 1.2B • 1.2C • 1.2D • 1.3A • 1.3D

55 Subtraction based on place value • 1.2B • 1.2C • 1.3D

56 Addition and subtraction based on place value • 1.2B • 1.2C • 1.2E


143

IMAGINE MATH



Lesson Grade 1 • 1.2G • 1.3A • 1.3D • 1.5G

57 Review addition and subtraction based on place value

• 1.2B • 1.2C • 1.2E • 1.2G • 1.3A • 1.3D • 1.5F

58 Addition of a one- and a two-digit number, I

• 1.2B • 1.2C • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D

59 Addition of a one- and a two-digit number, II

• 1.2B • 1.2C • 1.3A • 1.3D

60 Subtraction of a one-digit number from a two-digit number, I

• 1.2B • 1.2C • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D

61 Subtraction of a one-digit number from a two-digit number, II

• 1.2B • 1.2C • 1.3A • 1.3D

62 Addition and subtraction with a one- and a two-digit number

• 1.2B • 1.2C • 1.2D • 1.2E • 1.2G • 1.3D

63 Review addition and subtraction with a one- and a two-digit number

• 1.2B • 1.2C • 1.2E • 1.2G • 1.3A • 1.3D

64 The number 100 • 1.2B • 1.2C


144

IMAGINE MATH



Lesson Grade 1 • 1.2E • 1.2G • 1.5B

65 Addition and subtraction up to 100

• 1.2B • 1.2C • 1.2D • 1.2E • 1.2F • 1.2G • 1.3D • 1.5A • 1.5F

66 Points, lines, rays, and segments, I • 1.3A • 1.3D

67 Points, lines, rays, and segments, II

• 1.2D • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F • 1.6F

68 Measuring length with different units, I

• 1.2E • 1.2G • 1.3D • 1.7B

69 Measuring length with different units, II

• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.7B

70 Measuring length with different units, III

• 1.3B • 1.3D • 1.3E • 1.5D • 1.7B • 1.7C

71 Review: Lines, rays, segments, and measurement • 1.3D • 1.7B • 1.7C

72 Halves and quarters

• 1.2D • 1.3A • 1.3D • 1.6A • 1.6B


145

IMAGINE MATH



Lesson Grade 1 • 1.6G • 1.6H

73 Review measurement • 1.2F • 1.3D • 1.7B

74 Triangles, quadrilaterals, and pentagons

• 1.2E • 1.2G • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.6A • 1.6B • 1.6D • 1.6H

75 Review: Addition, subtraction, measurement, and word problems, I • 1.3D • 1.6H • 1.7C

76 Review: Addition, subtraction, measurement, and word problems, II

• 1.3A • 1.3B • 1.3D • 1.3E • 1.5B • 1.5D • 1.7B

77 Review: Addition, subtraction, measurement, and word problems, III • 1.3D • 1.7C

78 2D and 3D shapes, I • 1.3D • 1.5A • 1.6E

79 2D and 3D shapes, II

• 1.3A • 1.3D • 1.6E • 1.7B

80 2D and 3D shapes, III

• 1.3A • 1.3D • 1.6E • 1.6F

81 2D and 3D shapes, IV • 1.3A • 1.3D • 1.7B

82 2D and 3D shapes, V • 1.2F • 1.3A • 1.3D


146

IMAGINE MATH



Lesson Grade 1 • 1.5A • 1.6B • 1.6E

83 Telling time, I

• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.7E

84 Telling time, II

• 1.2E • 1.2G • 1.3D • 1.7E

85 Telling time, III

• 1.2E • 1.2G • 1.3A • 1.3D • 1.7E

86 Review: Time and 3D shapes • 1.3D • 1.6E • 1.7E

87 Finding an unknown part in addition problems

• 1.2E • 1.2G • 1.3A • 1.3D • 1.5F • 1.6E

88 Finding an unknown part in subtraction problems

• 1.3A • 1.3D • 1.5F • 1.7B • 1.7E

89 Review: Expressions with two operations

• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.7E

90 Introduction to parentheses • 1.2D • 1.3D

91 Order of operations with and without parentheses, I

• 1.2E • 1.2G • 1.3A • 1.3D


147

IMAGINE MATH



Lesson Grade 1

92 Order of operations with and without parentheses, II

• 1.2D • 1.2F • 1.3A • 1.3D • 1.5A • 1.6E

93 Order of operations with and without parentheses, III • 1.3A • 1.3D

94 Review: Finding an unknown and expressions with parentheses

• 1.2E • 1.2G • 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F

95 Introduction to algebraic expressions

• 1.3A • 1.3D • 1.5F • 1.5G • 1.6A • 1.6B

96 Introduction to algebraic equations

• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F • 1.5G

97 Solving equations: Unknown addend, I • 1.3D • 1.5F

98 Solving equations: Unknown addend, II • 1.3D • 1.5C • 1.5F

99 Solving equations: Unknown minuend, I

• 1.3A • 1.3B • 1.3D • 1.3E • 1.5D • 1.5F

100 Solving equations: Unknown minuend, II

• 1.2D • 1.3D • 1.5E • 1.5F


148

IMAGINE MATH



Lesson Grade 1

101 Solving equations: Unknown subtrahend, I • 1.3D • 1.5E • 1.5F

102 Solving equations: Unknown subtrahend, II

• 1.2E • 1.2G • 1.3D • 1.5E • 1.5F

103 Numbers 101-120, I

• 1.2B • 1.2C • 1.2E • 1.2G • 1.3A • 1.3D • 1.5A • 1.5B • 1.5E • 1.5F

104 Numbers 101-120, II

• 1.2B • 1.2C • 1.2D • 1.2E • 1.3A • 1.3D • 1.5A • 1.5C • 1.5E • 1.5F

105 Numbers 101-120, III

• 1.2E • 1.3B • 1.3D • 1.3E • 1.5A • 1.5D

106 Counting by twos, fives, and tens

• 1.3B • 1.3D • 1.3E • 1.5B • 1.5D

107 Review

• 1.3D • 1.5B • 1.5E • 1.5F

108 Money I • 1.2E • 1.2G • 1.3A • 1.3D


149

IMAGINE MATH



Lesson Grade 1 • 1.4A • 1.4C • 1.5A • 1.5B • 1.8A • 1.8C • 1.9A • 1.9B • 1.9D

109 Money II

• 1.2E • 1.2F • 1.2G • 1.3A • 1.3B • 1.3D • 1.3E • 1.4B • 1.4C • 1.5C • 1.5D • 1.8C • 1.9A • 1.9B • 1.9C • 1.9D


150


IMAGINE MATH



Lesson Grade 2

1 Numbers to 100, I • 2.2B • 2.2D

2 Numbers to 100, II • 2.2B • 2.2D • 2.4A

3 Adding and subtracting within 100, I

• 2.2A • 2.2B • 2.2D • 2.4A • 2.4B • 2.4C

4 Adding and subtracting within 100, II • 2.4A • 2.4B • 2.4C

5 Adding and subtracting within 100, III

• 2.2D • 2.4A • 2.4B • 2.4C • 2.7B • 2.8D

6 Adding and subtracting a two-digit number and a round number I • 2.2D • 2.4B

7 Adding and subtracting a two-digit number and a round number II • 2.4A • 2.4B • 2.4C

8 The commutative property of addition • 2.4B

9 Adding two-digit numbers without regrouping I

• 2.2B • 2.4A • 2.4B • 2.4C • 2.6A • 2.9F

10 Adding two-digit numbers without regrouping II • 2.4B • 2.4C

11 Solving word problems I

• 2.2D • 2.4A • 2.4B • 2.4C


151

IMAGINE MATH



Lesson Grade 2

12 Subtracting two-digit numbers without regrouping I • 2.4A • 2.4B • 2.4C

13 Subtracting two-digit numbers without regrouping II • 2.4B

14 Solving word problems II • 2.2D • 2.4B • 2.4C

15 Review: adding and subtracting without regrouping, word problems, bar graphs

• 2.4A • 2.4B • 2.4C • 2.10A • 2.10C • 2.10D

16 Adding, subtracting, and comparing numbers using the number line

• 2.2D • 2.2E • 2.2F • 2.4A • 2.4B • 2.9C

17 Even and odd numbers • 2.4A • 2.6B • 2.7A

18 The making ten strategy for addition I

• 2.4A • 2.4B • 2.4C • 2.9C

19 The making ten strategy for addition II

• 2.2E • 2.2F • 2.4A • 2.10A • 2.10C

20 Adding a two-digit number and a one-digit number with regrouping I • 2.4A • 2.4B • 2.8C

21 Adding a two-digit number and a one-digit number with regrouping II

• 2.2E • 2.2F • 2.4A • 2.4C

22 Subtracting from a round number • 2.4A • 2.4C • 2.6A

23 Subtracting a one-digit number from a two-digit number with regrouping I

• 2.4A • 2.4B • 2.4C


152

IMAGINE MATH



Lesson Grade 2 • 2.10A • 2.10B • 2.10C • 2.10D

24 Subtracting a one-digit number from a two-digit number with regrouping II

• 2.4A • 2.4C • 2.6A • 2.10A • 2.10D

25 Adding and subtracting a one-digit and a two-digit number with regrouping I

• 2.4A • 2.4B • 2.4C

26 Adding and subtracting a one-digit and a two-digit number with regrouping II

• 2.4B • 2.4C

27 Adding and subtracting a one-digit and a two-digit number with regrouping III

• 2.4A • 2.4B • 2.4C • 2.5A • 2.5B

28 Finding an unknown addend I • 2.4A • 2.4B

29 Finding an unknown addend II

• 2.4A • 2.4B • 2.7C • 2.8C

30 Finding an unknown number in a subtraction equation

• 2.2E • 2.2F • 2.4A • 2.4B

31 Adding two-digit numbers with regrouping I • 2.4A • 2.4B • 2.4C

32 Adding two-digit numbers with regrouping II

• 2.4A • 2.4B • 2.4C • 2.8C

33 Solving word problems III • 2.4B • 2.4C • 2.7C

34 Review: word problems, adding up to 4 numbers

• 2.4B • 2.4C • 2.9C • 2.10A


153

IMAGINE MATH



Lesson Grade 2

35 Subtracting two-digit numbers with regrouping I • 2.4A • 2.4B

36 Subtracting two-digit numbers with regrouping II

• 2.2E • 2.2F • 2.4A • 2.4B • 2.4C • 2.7C • 2.10A • 2.10D

37 Solving word problems IV

• 2.4A • 2.4B • 2.4C • 2.8C

38 Expressions with parentheses I • 2.4A • 2.4B

39 Expressions with parentheses II

• 2.4A • 2.4B • 2.4C • 2.5A • 2.5B

40 Review: adding and subtracting with regrouping, word problems, coins

• 2.4A • 2.4B • 2.4C • 2.5A • 2.5B

41 The associative property of addition

• 2.2D • 2.2E • 2.2F • 2.4A • 2.4B

42 Centimeters and meters, measuring with rulers

• 2.4A • 2.4B • 2.9A • 2.9D • 2.9E

43 Solving problems with lengths I

• 2.4B • 2.9B • 2.9D • 2.9E

44 Relationships between metric units • 2.2F • 2.4B • 2.8C • 2.9B


154

IMAGINE MATH



Lesson Grade 2 • 2.9D • 2.9E

45 Solving problems with lengths II

• 2.4A • 2.4B • 2.9B • 2.9D • 2.9E

46 Measuring and estimating with measurement tools, a ruler as a number line

• 2.4B • 2.4C • 2.9A • 2.9B • 2.9C • 2.9D • 2.9E

47 Introduction to hundreds

• 2.2A • 2.2B • 2.2D • 2.4B • 2.5A • 2.5B • 2.6A

48 Adding and subtracting hundreds

• 2.2B • 2.2D • 2.4B • 2.4C • 2.7B

49 Comparing hundreds

• 2.2A • 2.2B • 2.2D • 2.4A • 2.4C • 2.9B • 2.9E

50 Three-digit numbers and place value I • 2.2A • 2.2B • 2.4B

51 Three-digit numbers and place value II

• 2.2A • 2.2B • 2.2C • 2.2D • 2.4B • 2.4C

52 Review: three-digit numbers, lengths, word problems • 2.2B • 2.2E • 2.2F • 2.4C


155

IMAGINE MATH



Lesson Grade 2 • 2.9B • 2.9E

53 Counting within 1000

• 2.2A • 2.2B • 2.2D • 2.4B

54 Comparing three-digit numbers I • 2.2B • 2.2D • 2.4B

55 Comparing three-digit numbers II

• 2.2B • 2.2D • 2.4A • 2.4B • 2.9B

56 Review: numbers to 1000

• 2.2B • 2.2C • 2.2D • 2.4A • 2.4B • 2.6A • 2.7A • 2.9B

57 Adding using expanded form, e.g., 500+40, 500+5

• 2.2A • 2.2B • 2.4C • 2.9B

58 Subtracting using expanded form, e.g., 540-40, 505-5

• 2.2B • 2.4C • 2.9B • 2.9E

59 Adding and subtracting using expanded form I, e.g., 500+40+7, 547-40-7

• 2.2B • 2.4B • 2.4C • 2.9D

60 Adding and subtracting using expanded form II

• 2.2B • 2.2E • 2.2F • 2.4C • 2.9B • 2.9E

61 Adding and subtracting 10 and 100

• 2.2A • 2.2B • 2.2D • 2.4C • 2.7B


156

IMAGINE MATH



Lesson Grade 2

62 Adding and subtracting three-digit numbers without regrouping I • 2.2B • 2.4C • 2.7B

63 Adding and subtracting three-digit numbers without regrouping II • 2.4C • 2.7B

64 Adding and subtracting three-digit numbers without regrouping III • 2.4C • 2.7B • 2.9E

65 Adding using the standard algorithm without regrouping

• 2.2B • 2.4A • 2.4B • 2.4C

66 Subtracting using the standard algorithm without regrouping

• 2.2A • 2.4A • 2.4B • 2.4C • 2.7B • 2.10B • 2.10D

67 Adding and subtracting tens with regrouping I, e.g., 60+80, 160-80

• 2.2A • 2.4A • 2.4B • 2.4C • 2.7B

68 Adding and subtracting tens with regrouping II, e.g., 540+60, 500-70

• 2.2A • 2.4B • 2.4C

69 Adding and subtracting tens with regrouping III, e.g., 260+80, 360-80

• 2.2A • 2.2D • 2.4B • 2.4C

70 Adding within 1000 with regrouping

• 2.2A • 2.2B • 2.4A • 2.4B • 2.4C

71 Subtracting within 1000 with regrouping

• 2.2A • 2.2B • 2.2D • 2.4B • 2.4C • 2.9B

72 Adding using the standard algorithm • 2.4A • 2.4B • 2.4C


157

IMAGINE MATH



Lesson Grade 2 • 2.10A • 2.10B • 2.10D

73 Subtracting using the standard algorithm I

• 2.4A • 2.4B • 2.4C • 2.9E

74 Subtracting using the standard algorithm II

• 2.2D • 2.2E • 2.2F • 2.4B • 2.4C • 2.7B • 2.8A • 2.9E

75 Adding using the standard algorithm, regrouping both ones and tens

• 2.2D • 2.2E • 2.2F • 2.4B • 2.4C • 2.6A • 2.6B • 2.7B • 2.8E • 2.9F

76 Subtracting using the standard algorithm, regrouping both tens and hundreds

• 2.2A • 2.4B • 2.4C • 2.8B • 2.8D

77 Measuring with feet and inches

• 2.2B • 2.4B • 2.4C • 2.9A • 2.9B • 2.9D • 2.9E

78 Geometric shapes and their attributes

• 2.2D • 2.4B • 2.4C • 2.8A • 2.8C • 2.8D • 2.9D • 2.9E

79 Partitioning rectangles into equal shares • 2.3A • 2.3B


158

IMAGINE MATH



Lesson Grade 2 • 2.3C • 2.3D • 2.4B • 2.8C • 2.8D • 2.8E • 2.9F

80 Partitioning circles and rectangles into equal shares

• 2.3A • 2.3B • 2.3C • 2.3D • 2.4A • 2.4B • 2.8C • 2.8D • 2.8E

81 Using clocks to tell time I • 2.4B • 2.4C • 2.9G

82 Using clocks to tell time II

• 2.4B • 2.4C • 2.8B • 2.8C • 2.9G

83 Numbers 1000-1200 • 2.2A • 2.2B • 2.4C

84 Adding and subtracting within 1200 using expanded form

• 2.2A • 2.2B • 2.2D • 2.2E • 2.2F • 2.7B • 2.8B

85 Comparing and ordering numbers within 1200

• 2.2B • 2.2C • 2.2D • 2.4C

86 Adding and subtracting 10 and 100 within 1200

• 2.2B • 2.2F • 2.4B • 2.4C • 2.7B • 2.9G

87 Saving and Spending; Deposit and Withdrawal • 2.2B • 2.2D • 2.4A


159

IMAGINE MATH



Lesson Grade 2 • 2.4B • 2.4C • 2.5A • 2.5B • 2.11A • 2.11B • 2.11C

88 Borrowing and lending

• 2.4C • 2.11C • 2.11D • 2.11E

89 Producers and Consumers

• 2.4A • 2.4B • 2.4C • 2.5A • 2.5B • 2.7B • 2.11C • 2.11F


160


IMAGINE MATH



Lesson Grade 3

1 Visualizing Whole Numbers Review

2 Visualizing Place Value Review

3 Visualizing Addition Review

4 Visualizing Subtraction Review

5 Structuring Within 5 and Composing 10 Review

6 Structuring Within 10 Review



9 Structuring Within 1,000 • 3.5.A

10 Relating Addition and Subtraction • 3.4.A

11 Addition and Subtraction Strategies I • 3.4.A

12 Addition and Subtraction Strategies II • 3.4.A

13 Equal Groups I • 3.4.D

14 Equal Groups II • 3.4.D

15 Place Value with Whole Numbers I • 3.2.A • 3.2.B

16 Place Value with Whole Numbers II • 3.2.A

17 Concept of Multiplication - Grouping • 3.4.E • 3.4.K

18 Concept of Multiplication - Word Problems

• 3.4.E • 3.4.F • 3.4.G • 3.4.K • 3.5.C

19 Concept of Multiplication - Arrays • 3.4.E • 3.4.K • 3.5.B

20 STAAR Grade 3: Review 1

• 3.2.A • 3.2.D • 3.4.A • 3.5.A

21 Concept of Division • 3.4.F • 3.4.H • 3.4.K


161

IMAGINE MATH



Lesson Grade 3

22 Interpreting Division Problems • 3.4.K

23 Constructing Division Problems • 3.5.B

24 Relationship Between Multiplication and Division • 3.4.J • 3.4.K

25 Multiplication and Division Fact Families • 3.4.J • 3.4.K • 3.5.D

26 Odd or Even II • 3.4.I

27 Solving Multiplication and Division Equations • 3.5.B

28 Division as an Unknown-Factor Problem • 3.4.J • 3.5.D

29 Multiplying by Multiples of Ten • 3.4.F • 3.4.G

30 Multiplication as a Comparison - Equations • 3.5.C

31 Multiplication as a Comparison - Word Problems • 3.5.C

32 Reasoning About Place Value and Rounding • 3.2.C • 3.2.D

33 Rounding to the Nearest Ten and Hundred • 3.2.C


• 3.2.A • 3.2.D • 3.4.A • 3.4.K • 3.5.A • 3.5.B

35 Estimating Sums and Differences - Application • 3.4.B

36 Reasoning About Addition and Subtraction Within 1,000 • 3.4.A • 3.5.A

37 Understanding Fractions - Equal Areas • 3.3.A • 3.3.D • 3.3.E

38 Understanding Fractions - Notation • 3.3.A • 3.3.E

39 Unit Fractions on the Number Line

• 3.3.A • 3.3.B • 3.3.C • 3.7.A

40 Fractions on the Number Line • 3.3.A • 3.3.B • 3.3.C


162

IMAGINE MATH



Lesson Grade 3

41 Modeling Equivalent Fractions with Number Lines • 3.3.F • 3.3.G

42 Visual Models of Equivalent Fractions • 3.3.F • 3.3.G

43 Comparing Fractions with the Same Numerator or Denominator • 3.3.H

44 Recognizing Valid Fraction Comparisons I • 3.3.H


• 3.2.A • 3.2.D • 3.4.A • 3.4.K • 3.5.A • 3.5.B

46 Unit Squares • 3.6.C

47 Concept of Area • 3.6.C

48 Area of Rectangles • 3.6.C

49 Recognizing Area as Additive • 3.6.D

50 Properties of Addition and Multiplication • 3.4.G • 3.4.K

51 Using Visual Models to Understand the Distributive Property • 3.4.K

52 Area of Basic Composite Figures • 3.6.D • 3.6.E

53 Perimeter • 3.7.B

54 Classifying Quadrilaterals I • 3.6.A • 3.6.B

55 Classifying 3-Dimensional Figures • 3.6.A


• 3.2.A • 3.2.D • 3.3.F • 3.3.H • 3.4.A • 3.4.K • 3.5.A • 3.5.B

57 Capacity or Weight • 3.7.D • 3.7.E

58 Money Sense • 3.4.C

59 Saving Money • 3.9.E

60 Money Decisions • 3.9.F


163

IMAGINE MATH



Lesson Grade 3

61 Adding and Subtracting Time • 3.7.C

62 Introduction to Data Displays • 3.8.A • 3.8.B

63 Input-Output Tables • 3.5.E


• 3.2.A • 3.2.D • 3.3.F • 3.3.H • 3.4.A • 3.4.K • 3.5.A • 3.5.B • 3.5.E • 3.6.A • 3.7.B • 3.8.A

65 Supply and Cost • 3.9.B

66 Credit Sense • 3.9.D


164


IMAGINE MATH



Lesson Grade 4

1 Visualizing Place Value Relationships Review

2 Visualizing Rounding Review

3 Visualizing Addition and Subtraction Review

4 Visualizing Multiplication and Division Review

5 Developing Fluency Using 2 as a Factor Review

6 Developing Fluency Using 5 or 10 as a Factor Review

7 Using Halves and Doubles to Solve Multiplication Problems Review

8 Adding Whole Numbers • 4.4.A

9 Adding and Subtracting with the Standard Algorithm • 4.4.A

10 Place Value Concepts • 4.2.B

11 Understanding Place Value Relationships • 4.2.A

12 Using Place Value Concepts to Compare Whole Numbers • 4.2.C

13 Rounding Whole Numbers • 4.2.D

14 Using Rounding in Problem Solving • 4.2.D

15 STAAR Grade 4: Review 1 • 4.2.B • 4.4.A

16 Solving Multiplication and Division Equations • 4.4.E

17 Multiplication and Division Word Problems - Visual Models • 4.4.E

18 Multiplication and Division Word Problems - Equations • 4.4.E

19 Multiplication and Division Word Problems - Solutions • 4.4.H

20 Multiplying by Multiples of Ten • 4.4.B

21 Multiplying Whole Numbers • 4.4.C

22 Multiplying 2-Digit Numbers by 2-Digit Numbers • 4.4.C

23 Multiplying Whole Numbers - Standard Algorithm • 4.4.D

24 Dividing Whole Numbers - One-Digit Divisors • 4.4.E • 4.4.F

25 Interpreting Remainders • 4.4.H



165

IMAGINE MATH



Lesson Grade 4 • 4.4.H • 4.5.A

27 Estimating Sums and Differences - Application • 4.4.G

28 Solving Two-Step Word Problems • 4.5.A

29 Modeling and Solving Two-Step Word Problems • 4.5.A

30 Modeling Equivalent Fractions • 4.3.C

31 Generating Equivalent Fractions • 4.3.A • 4.3.C

32 Equivalent Fractions • 4.3.C

33 Whole Numbers as Fractions • 4.3.A

34 Whole Numbers as Fractions on the Number Line • 4.3.G

35 Comparing Fractions - Visual Models • 4.3.D

36 Comparing Fractions with Different Numerators and Different Denominators • 4.3.D

37 Recognizing Valid Fraction Comparisons II • 4.3.D

38 Understanding Fractions - Relationship Between Numerator and Denominator • 4.3.A

39 Adding and Subtracting Fractions with Like Denominators • 4.3.E

40 Adding and Subtracting Fractions with Like Denominators in Real-World Situations

• 4.3.E • 4.3.F

41 Reasoning About Adding and Subtracting Fractions • 4.3.F

42 Decomposing Fractions and Mixed Numbers • 4.3.A • 4.3.B

43 Writing Fractions as Mixed Numbers and Mixed Numbers as Fractions • 4.3.A


• 4.2.B • 4.2.G • 4.3.D • 4.3.E • 4.4.A • 4.4.H • 4.5.A

45 Understanding Fractions with Denominators of 10 and 100 • 4.3.C • 4.3.G

46 Comparing Decimal Fractions • 4.2.G • 4.3.G

47 Comparing and Ordering Decimal Fractions • 4.2.F


166

IMAGINE MATH



Lesson Grade 4

48 Decimal Notation I • 4.2.E • 4.2.H

49 Decimal Notation II • 4.2.B

50 Decimals to Hundredths

• 4.2.B • 4.2.E • 4.2.G • 4.3.G

51 Introduction to Comparing Decimals to Hundredths • 4.2.F

52 Comparing Decimals to Hundredths • 4.2.F

53 Recognizing Valid Decimal Comparisons • 4.2.F

54 Place Value Relationships Within Whole Numbers and Decimals • 4.2.A • 4.2.B


• 4.2.B • 4.2.G • 4.3.D • 4.3.E • 4.4.A • 4.4.H • 4.5.A • 4.5.D • 4.7.C • 4.8.C

56 Perimeter • 4.5.C • 4.5.D

57 Area and Perimeter of Rectangles • 4.5.C • 4.5.D • 4.8.C

58 Identifying and Comparing Angles • 4.7.E

59 Angles 0 to 180

• 4.7.A • 4.7.B • 4.7.C • 4.7.D • 4.7.E

60 Identifying and Classifying Lines, Rays, and Segments • 4.6.A

61 Classifying Triangles • 4.6.C • 4.6.D

62 Classifying Quadrilaterals II • 4.6.A • 4.6.D

63 Symmetry • 4.6.B

64 Line Plots • 4.9.A • 4.9.B


167

IMAGINE MATH



Lesson Grade 4

65 Units of Measure - Customary • 4.8.A • 4.8.B

66 Units of Measure - Metric • 4.8.A • 4.8.B

67 Generating and Describing Number Patterns • 4.5.B


• 4.2.B • 4.2.G • 4.3.D • 4.3.E • 4.4.A • 4.4.H • 4.5.A • 4.5.B • 4.5.D • 4.6.D • 4.7.C • 4.8.C • 4.9.A

69 Expenses and Profit • 4.10.A • 4.10.B

70 Saving Money • 4.10.C

71 Money Decisions • 4.10.D


168


IMAGINE MATH



Lesson Grade 5

1 Factors • 5.4.A

2 Relating Factors and Multiples I • 5.4.A

3 Relating Factors and Multiples II • 5.4.A

4 Operations with Whole Numbers - Mixed Practice

• 5.3.B • 5.3.C • 5.3.K • 5.4.B

5 Estimating Solutions to Multistep Word Problems • 5.3.A

6 Multiplying 3-digit by 2-digit Whole Numbers Using the Standard Algorithm • 5.3.B

7 Dividing Whole Numbers - Two-Digit Divisors • 5.3.C

8 Word Problems with Fractions and Mixed Numbers - Visual Models • 5.3.K

9 Word Problems with Fractions and Mixed Numbers - Estimation • 5.3.K

10 Adding and Subtracting Mixed Numbers with Like Denominators - Conceptual Strategies • 5.3.K

11 Adding and Subtracting Mixed Numbers with Like Denominators • 5.3.K

12 STAAR Grade 5: Review 1 • 5.3.K • 5.4.B

13 Multiplying Unit Fractions by Whole Numbers • 5.3.I

14 Multiplying Fractions by Whole Numbers • 5.3.I

15 Solving Word Problems with Multiplication of Fractions by Whole Numbers • 5.3.I

16 Adding Fractions with Denominators of 10 or 100 • 5.3.H

17 Adding Fractions • 5.3.H

18 Adding Fractions - Estimation Strategies • 5.3.H

19 Subtracting Fractions • 5.3.H

20 Subtracting Fractions - Estimation Strategies • 5.3.H

21 Adding and Subtracting Fractions • 5.3.H

22 Adding and Subtracting Fractions - Multistep Word Problems • 5.3.H

23 Dividing Unit Fractions by Whole Numbers • 5.3.J • 5.3.L


169

IMAGINE MATH



Lesson Grade 5

24 Dividing Whole Numbers by Unit Fractions • 5.3.J • 5.3.L

25 STAAR Grade 5: Review 2 • 5.3.K • 5.3.L • 5.4.B

26 Decimals to Thousandths • 5.2.A

27 Comparing Decimals to Thousandths • 5.2.B

28 Rounding Decimals to the Nearest Tenth and Hundredth • 5.2.C

29 Reasoning About Rounding Decimals • 5.2.C

30 Adding and Subtracting Decimals • 5.3.K

31 Adding and Subtracting Decimals in Real-World Situations • 5.3.K

32 Multiplying Decimals to Hundredths • 5.3.D • 5.3.E

33 Evaluating Simple Expressions • 5.4.E • 5.4.F

34 Using Equations to Model and Solve Multi-step Problems • 5.4.B

35 Writing and Interpreting Simple Expressions • 5.4.B • 5.4.F


• 5.2.B • 5.3.E • 5.3.G • 5.3.K • 5.3.L • 5.4.B

37 Area and Perimeter of Rectangles • 5.4.H

38 Introduction to the Coordinate Plane • 5.8.A • 5.8.B • 5.8.C

39 Representing Real-World Quantities in the First Quadrant • 5.8.B • 5.8.C

40 Introduction to Scatter Plots • 5.9.B • 5.9.C

41 Volume of Rectangular Prisms I • 5.4.H • 5.6.A • 5.6.B

42 Volume of Rectangular Prisms II • 5.4.G

43 Classifying Triangles • 5.5.A

44 Classifying 2-Dimensional Figures • 5.5.A


170

IMAGINE MATH



Lesson Grade 5


• 5.2.B • 5.3.E • 5.3.G • 5.3.K • 5.3.L • 5.4.B • 5.4.F • 5.4.H • 5.8.C

46 Units of Measure - Customary • 5.7.A

47 Units of Measure - Metric • 5.7.A

48 Bar Graphs and Histograms • 5.9.A • 5.9.C

49 Additive and Multiplicative Patterns • 5.4.D

50 Generating and Describing Number Patterns • 5.4.C


• 5.2.B • 5.3.E • 5.3.G • 5.3.K • 5.3.L • 5.4.B • 5.4.C • 5.4.F • 5.4.H • 5.5.A • 5.8.C • 5.9.C

52 Methods of Payment • 5.10.C

53 Balancing a Budget • 5.10.D • 5.10.E • 5.10.F

54 Dividing Decimals to Hundredths • 5.3.F • 5.3.G


171


IMAGINE MATH



Lesson Grade 6

1 Dividing Whole Numbers - Standard Algorithm • 6.3.E

2 Multiplying Unit Fractions by Whole Numbers • 6.3.B

3 Multiplying Fractions by Whole Numbers • 6.3.B

4 Solving Word Problems with Multiplication of Fractions by Whole Numbers • 6.3.B

5 Understanding Fractions as Division • 6.2.E

6 Understanding Products with Fractions • 6.3.B

7 Multiplying with Fractions and Mixed Numbers • 6.3.E

8 Using the Relationship Between Multiplication and Division to Divide Fractions

• 6.3.A • 6.3.E

9 Dividing Fractions by Fractions • 6.3.E

10 Using Division of Fractions to Represent and Solve Problems • 6.3.E

11 STAAR Grade 6: Review 1 • 6.3.E • 6.7.A

12 Fraction and Decimal Equivalents • 6.4.G

13 Comparing Fractions and Decimals • 6.4.G

14 Using Division to Write Fractions as Decimals • 6.4.G

15 Multiplying by Powers of Ten • 6.3.E • 6.7.A

16 Multiplying and Dividing by Powers of Ten • 6.3.E • 6.7.A

17 Greatest Common Factor • 6.7.A

18 Greatest Common Factor - Applications • 6.7.A

19 Least Common Multiple • 6.7.A


• 6.3.E • 6.4.B • 6.4.G • 6.4.H • 6.7.A

21 Identifying Ratios • 6.4.E • 6.5.A

22 Ratios • 6.4.E • 6.5.A


172

IMAGINE MATH



Lesson Grade 6

23 Concept of Ratios and Rates • 6.4.C • 6.4.D

24 Using Ratios to Solve Problems • 6.4.B

25 Identifying Unit Rates • 6.4.E • 6.5.A

26 Converting Units of Measure I • 6.4.H

27 Converting Units of Measure II • 6.4.H

28 Percent Concepts • 6.4.E • 6.4.F • 6.5.B

29 Reasoning with Percents • 6.4.E • 6.4.F • 6.5.B

30 Proportion Concepts • 6.4.A • 6.5.A


• 6.2.D • 6.3.D • 6.3.E • 6.4.B • 6.4.G • 6.4.H • 6.5.B • 6.7.A

32 Fraction, Decimal, and Percent Equivalents

• 6.2.E • 6.4.E • 6.4.F • 6.4.G • 6.5.C

33 Integer Concepts • 6.2.B • 6.2.C

34 Integer Concepts with a Number Line • 6.2.B • 6.2.C

35 Integers in the Coordinate Plane I • 6.11.A

36 Integers in the Coordinate Plane II • 6.11.A

37 Classifying Rational Numbers • 6.2.A • 6.2.C • 6.2.D

38 Comparing Rational Numbers I • 6.2.C • 6.2.D

39 Comparing Rational Numbers II • 6.2.C • 6.2.D


173

IMAGINE MATH



Lesson Grade 6

40 Rational Numbers in the Coordinate Plane • 6.11.A

41 Rational Numbers in the Coordinate Plane II • 6.11.A

42 Absolute Value I • 6.2.B

43 Absolute Value II • 6.2.B

44 Adding and Subtracting Rational Numbers I • 6.3.C • 6.3.D

45 Adding and Subtracting Rational Numbers II • 6.3.C • 6.3.D

46 Multiplying and Dividing Rational Numbers • 6.3.C • 6.3.D

47 Dividing Decimals by Decimals • 6.3.E


• 6.2.D • 6.3.D • 6.3.E • 6.4.B • 6.4.G • 6.4.H • 6.5.B • 6.7.A • 6.7.D • 6.8.D • 6.10.A

49 Reasoning About One-Step Equations • 6.10.B

50 Writing and Solving One-Step Equations • 6.9.A • 6.10.A

51 Evaluating Expressions with Two Operations • 6.7.A

52 Understanding Exponents • 6.7.A

53 Identifying and Generating Equivalent Expressions • 6.7.C • 6.7.D

54 Evaluating Expressions with the Distributive Property • 6.7.D

55 Using the Distributive Property to Represent Real-World Situations • 6.7.D

56 Volume of Rectangular Prisms II • 6.8.C • 6.8.D

57 Area of Parallelograms • 6.8.B • 6.8.C • 6.8.D

58 Area of Triangles • 6.8.B • 6.8.C • 6.8.D


174

IMAGINE MATH



Lesson Grade 6

59 Area of Trapezoids and Composite Figures • 6.8.B • 6.8.C • 6.8.D

60 Using Line Segments and Angles to Make Triangles • 6.8.A


• 6.2.D • 6.3.D • 6.3.E • 6.4.B • 6.4.G • 6.4.H • 6.5.B • 6.7.A • 6.7.D • 6.8.D • 6.10.A • 6.11.A • 6.12.C • 6.12.D

62 Independent and Dependent Quantities • 6.6.A • 6.6.B

63 Line Plots • 6.12.A • 6.13.A

64 Measures of Spread - Range • 6.12.C

65 Measures of Center - Median • 6.12.C

66 Measures of Center - Mean • 6.12.C

67 Summarizing Data • 6.12.B • 6.12.D

68 Data Analysis • 6.13.B

69 Bar Graphs and Histograms • 6.12.A • 6.13.A

70 Stem-and-Leaf Plots • 6.12.A • 6.13.A

71 Quartiles • 6.12.C

72 Box Plots • 6.12.A • 6.13.A

73 Introduction to the Language of Algebra • 6.7.B • 6.9.A

74 Distinguishing Between Expressions and Equations • 6.7.B

75 Introduction to Solving Word Problems with Algebra • 6.6.C • 6.9.A


175

IMAGINE MATH



Lesson Grade 6

76 Concept of Inequalities I

• 6.9.A • 6.9.B • 6.9.C • 6.10.A


• 6.2.D • 6.3.D • 6.3.E • 6.4.B • 6.4.G • 6.4.H • 6.5.B • 6.6.C • 6.7.A • 6.7.D • 6.8.D • 6.10.A • 6.11.A • 6.12.C • 6.12.D • 6.13.A

78 Methods of Payment • 6.14.B

79 Paying for College I • 6.14.G

80 Credit Reports • 6.14.D • 6.14.E • 6.14.F

81 Balancing a Budget • 6.14.C


176


IMAGINE MATH



Lesson Grade 7

1 Understanding Products with Fractions • 7.3.A

2 Multiplying Fractions by Whole Numbers to Solve Multistep Problems • 7.3.A

3 Operations with Fractions - Mixed Practice • 7.3.A • 7.3.B

4 Using Reasoning and Estimation to Calculate with Decimals • 7.3.A • 7.3.B

5 Calculating with Decimals • 7.3.A • 7.3.B


7 Calculations with Percent • 7.4.D • 7.13.A

8 Converting Units of Measure II • 7.4.E

9 Solving Problems with Unit Rates • 7.4.A • 7.4.B • 7.4.D

10 Distance, Rate, and Time • 7.4.A • 7.4.D

11 Proportion Concepts • 7.4.A

12 Proportional Relationships in Tables and Equations • 7.4.A

13 Using Proportions to Solve Problems • 7.4.A • 7.4.C

14 Proportions in Scale Drawings • 7.5.C

15 Introduction to Similar Figures • 7.5.A

16 Using Similar Figures to Solve Problems • 7.5.A • 7.5.C

17 Similarity • 7.5.A

18 Percent and Percent Change • 7.4.D

19 Percent and Percent Error • 7.4.D

20 Simple Interest • 7.13.E


• 7.3.B • 7.4.A • 7.4.D • 7.11.A


177

IMAGINE MATH



Lesson Grade 7

22 Combining Like Terms • 7.10.A

23 Introduction to Solving Word Problems with Algebra • 7.10.A

24 Concept of Inequalities I • 7.10.B • 7.11.B

25 Solving and Modeling Two-Step Problems • 7.10.A • 7.11.A

26 Solving Equations with the Distributive Property • 7.10.A • 7.11.A

27 Solving Equations with the Distributive Property in Context • 7.7.A • 7.10.A • 7.11.A

28 Understanding and Multiplying with Negative Mixed Numbers • 7.3.A • 7.3.B

29 Classifying Rational Numbers • 7.2.A

30 Writing and Interpreting Expressions with Rational Numbers • 7.3.A • 7.3.B

31 Operations with Rational Numbers I • 7.3.A • 7.3.B

32 Operations with Rational Numbers II • 7.3.A • 7.3.B

33 Solving Word Problems with Algebra • 7.7.A • 7.10.A

34 Modeling, Evaluating, and Graphing Two-Step Inequalities in One Variable

• 7.10.B • 7.10.C • 7.11.B


• 7.3.B • 7.4.A • 7.4.D • 7.5.C • 7.11.A

36 Circumference • 7.5.B • 7.8.C • 7.9.B

37 Area of Circles • 7.8.C • 7.9.B

38 Area of Complex Composite Figures • 7.9.C

39 Surface Area and Volume of Rectangular Prisms • 7.9.A • 7.9.D

40 Surface Area of Pyramids • 7.9.D


178

IMAGINE MATH



Lesson Grade 7

41 Angle Pairs • 7.11.C

42 Volume of Pyramids and Cones • 7.8.A • 7.8.B • 7.9.A


• 7.3.B • 7.4.A • 7.4.D • 7.5.C • 7.9.A • 7.9.B • 7.9.C • 7.11.A

44 Line Plots • 7.6.G

45 Bar Graphs and Histograms • 7.6.G

46 Circle Graphs • 7.6.G

47 Sampling • 7.6.F • 7.12.B • 7.12.C

48 Comparing Data • 7.12.A

49 Probability and Sample Spaces • 7.6.A • 7.6.E

50 Simple Probability • 7.6.I

51 Compound Probability • 7.6.I

52 Simulations of Simple and Compound Events • 7.6.B

53 Making Predictions • 7.6.C • 7.6.D • 7.6.H


• 7.3.B • 7.4.A • 7.4.D • 7.5.C • 7.6.G • 7.6.H • 7.6.I • 7.7.A • 7.9.A • 7.9.B • 7.9.C • 7.11.A • 7.12.A

55 Creating a Budget • 7.13.B • 7.13.D


179

IMAGINE MATH



Lesson Grade 7

56 Taxes and Government Public Programs • 7.13.A


180


IMAGINE MATH



Lesson Grade 8

1 Interpreting Unit Rates on Graphs • 8.4.B

2 Interpreting Points on Graphs of Proportional Relationships • 8.4.B

3 Solving Equations with the Variable on Both Sides • 8.8.A • 8.8.B • 8.8.C

4 Analyzing Solution Sets to Linear Equations with the Variable on Both Sides • 8.8.C

5 Similarity • 8.3.A


• 8.4.B • 8.4.C • 8.5.G • 8.5.I • 8.12.D

7 Function Notation II • 8.5.G

8 Interpreting Slope • 8.4.B • 8.5.A

9 Slope • 8.4.A

10 Slope-Intercept Form

• 8.4.C • 8.5.A • 8.5.B • 8.5.I

11 Direct Variation

• 8.5.A • 8.5.E • 8.5.F • 8.5.H

12 Exploring Patterns in Data • 8.5.D • 8.11.A

13 Comparing Linear and Nonlinear Data • 8.5.C • 8.5.D • 8.11.A


• 8.4.B • 8.4.C • 8.5.G • 8.5.I • 8.12.D

15 Solving a System of Linear Equations Graphically • 8.9.A

16 Understanding Square and Cube Roots • 8.2.B


181

IMAGINE MATH



Lesson Grade 8

17 Classifying and Ordering Real Numbers • 8.2.A • 8.2.D

18 Approximating Values of Irrational Numbers • 8.2.B

19 Interpreting Numbers Written in Scientific Notation • 8.2.C


• 8.2.D • 8.4.B • 8.4.C • 8.5.G • 8.5.I • 8.8.C • 8.12.D

21 Surface Area and Volume of Rectangular Prisms • 8.7.B

22 Surface Area of Cylinders • 8.7.B

23 Volume of Cylinders • 8.6.A • 8.6.B • 8.7.A

24 Volume of Pyramids and Cones • 8.6.B • 8.7.A

25 Volume of Spheres • 8.7.A

26 Parallel Lines and Transversals • 8.8.D

27 Deviation from the Mean • 8.11.B

28 Sampling • 8.11.C


• 8.2.D • 8.4.B • 8.4.C • 8.5.G • 8.5.I • 8.7.A • 8.7.B • 8.8.C • 8.12.D

30 Understanding the Pythagorean Theorem • 8.6.C

31 Pythagorean Theorem - Hypotenuse • 8.6.C • 8.7.C

32 Pythagorean Theorem - Legs • 8.6.C • 8.7.C

33 Pythagorean Theorem - Mixed Problems • 8.7.C

34 Pythagorean Theorem - Distance Formula • 8.7.C • 8.7.D

35 Translations • 8.10.A


182

IMAGINE MATH



Lesson Grade 8

36 Reflections • 8.10.A

37 Rotations • 8.10.A

38 Composition of Transformations • 8.10.C

39 Dilations

• 8.3.A • 8.3.B • 8.3.C • 8.10.D

40 Dilations in the Coordinate Plane • 8.3.B • 8.3.C

41 Congruence • 8.10.B

42 Simple Interest • 8.12.A • 8.12.D


• 8.2.D • 8.3.C • 8.4.B • 8.4.C • 8.5.G • 8.5.I • 8.7.A • 8.7.B • 8.7.C • 8.8.C • 8.10.C • 8.12.D

44 Comparing Simple and Compound Interest • 8.12.D

45 Cost of Loans • 8.12.A • 8.12.B

46 Methods of Payment • 8.12.E

47 Paying for College II • 8.12.G

Imagine Math Standards Alignment for PreK–Grade 8

Documents

Transcript of Imagine Math Standards Alignment for PreK–Grade 8