Math Curriculum - Allamuchy Township School District file · Web viewMath Curriculum....

Math CurriculumGrades K-2

Submitted bySamuel Greco

Fran Muhlenbruch


Introduction

The New Jersey DOE has adopted the Common Core State Standards (CCSS) Therefore the following document reflects the revision of the Allamuchy Township School Districtrsquos math curriculum for grades Kindergarten through 2nd grade This revision is in compliance with the CCSS

Within this document will be found Cumulative Progress Indicators (CPI) for each math standard Along with these are listed suggested activities and resources to help students achieve mastery of each CPI

This is a living document It is will be updated as new materials and strategies become available Teachers should not limit themselves to the listed activities and resources but should feel encouraged to share different activities and resources with one another Please share with the curriculum committee as well for inclusion in updated versions of this document

StandardGrade K

Strand Behavioral ObjectiveCPI

Activity

KCC Counting and CardinalityKnow number names and count sequences

TG lessons 1617 2122 24 3839 40p65b Macaroni number cardsLC ldquoCountrdquo by Denise FlemingM Win Them All gamep101b ldquoFunny Numberrdquo gameLA connection p153Monthly calendar activity

1 Count to 100 by ones and tens Use chart to highlight 10 20 30 etchellip Practice sheetsTG lessons 3839

2 Count forward beginning from a given number within the known sequence (instead of having to begin at 10)

Duck Pond Game p24445Pattern Game p24748

3 Write numbers from 0 to 20 Represent a number of objects with awritten numeral 0-20 (with 0 representing a count of no objects)

TG lessons 17 22 39Number writing practice sheetsWiki sticks sandwriting etc

Count to tell the number of objects4 Understand the relationship between numbers and

quantities connect counting to cardinality TG lessons 6 89 13

a When counting objects say the number names in the standard order pairing each object with one and only one number name and each number name with one and only one object

TG lessons 45 6

b Understand that the last number name said tells the number of objects counted The number of objects is the same regardless of their arrangement or the order in which they were counted

TG lessons 45 13

c Understand that each successive number name refers to a quantity that is one larger

TG lesson 14 1820

5 Count to answer ldquohow manyrdquo questions about as many as 20 things arranged in a line a rectangular array or a circle or as many as 10 things in a scattered configuration given a number from 1ndash20 count out that many objectsCompare numbers

6 Identify whether the number of objects in one group is greater than less than or equal to the number of objects in another group eg by using

TG lessons 7 14 15 43 49-54

matching and counting strategies1

7 Compare two numbers between 1 and 10 presented as written numerals TG lessons 1617 2122

24 3839 40

KOA Operations and Algebraic ThinkingUnderstand addition as putting together and adding to and understand subtraction as taking apart and taking from

1 Represent addition and subtraction with objects fingers mental images drawings2 sounds (eg claps) acting out situations verbal explanations expressions or equations

TG lessons 18 20 49-54Listen ampcount game (see attached)Use number lines unifix cubes

2 Solve addition and subtraction word problems and add and subtract within 10 eg by using objects or drawings to represent the problem

TG lesson 55Duck Pond Game p 24445Juggling Game p246

3 Decompose numbers less than or equal to 10 into pairs in more than one way eg by using objects or drawings and record each decomposition by a drawing or equation (eg 5 = 2 + 3 and 5 = 4 + 1)

TG lesson 56

4 For any number from 1 to 9 find the number that makes 10 when added to the given number eg by using objects or drawings and record the answer with a drawing or equation

TG lesson 56LC ldquo12 Ways to Count to 11rdquo by Eve Merriam

5 Fluently add and subtract within 5 TG lesson 5152Use a number lineDuck Pond Game p24445Juggling Game p246

KNBT Number and Operations in Base TenWork with numbers 11ndash19 to gain foundations for place value

1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones eg by using objects or drawings and record each composition or decomposition by a drawing or equation (eg 18 = 10 + 8) understand that these numbers are composed of ten ones and one two three four five six seven eight or nine ones

TG lessons 3839LA connection p 153 line game start at ten add ones p157a Bunches of 10

KMD Measurement and DataDescribe and compare measurable attributes

1 Describe measurable attributes of objects such as length or weightDescribe several measurable attributes of a single object

p115 review measuring with non-standard unitsp117a estimating weightp117 manipulativesLC ldquoInch by Inchrdquo by Leo

Lionni2 Directly compare two objects with a measurable

attribute in commonto see which object has ldquomore ofrdquoldquoless ofrdquo the attribute and describethe difference For example directly compare the heights of twochildren and describe one child as tallershorter

p119b Activityunits of childrenTS p119bp123a Warm-upp123b ldquoWhatrsquos My Rulerdquo game

Classify objects and count the number of objects in each category

3 Classify objects into given categories count the numbers of objects in each category and sort the categories by count

TG lessons 1-5p119 math connection

KG GeometryIdentify and describe shapes (squares circles triangles rectangles hexagons cubes cones cylinders and spheres)

1 Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above below beside in front of behind and next to

TG warm up p 143a (make shape books)p143 (yarn graph)p150 (enrichment page)

2 Correctly name shapes regardless of their orientations or overall size TG lessons 32-34

M activity- geoboardsShape bingo

3Identify shapes as two-dimensional (lying in a plane ldquoflatrdquo) or threedimensional(ldquosolidrdquo)

TG lessons 32-34

M p141 review boxAnalyze compare create and compose shapes

4 Analyze and compare two- and three-dimensional shapes in different sizes and orientations using informal language to describe their similarities differences parts (eg number of sides and verticesldquocornersrdquo) and other attributes (eg having sides of equal length)

TS p139B ldquoguessing gamep 139B AL ldquoBoxesrdquo by Rose Griffiths

5 Model shapes in the world by building shapes from components (eg sticks and clay balls) and drawing shapes

Geoboardsclay shapes

6 Compose simple shapes to form larger shapes For example ldquoCan youjoin these two triangles with full sides touching to make a rectanglerdquo

Use attribute blocks to create new shapes

StandardGrade 1


Resources G = GameL = Lesson in TENLVM = Natrsquol Library of Virtual ManipulativesSBR = Smart Board Resources

1OA Operations and Algebraic ThinkingRepresent and solve problems involving addition and subtraction

1 Use addition and subtraction within 20 to solve word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using objects drawings and equations with a symbol for the unknown number to represent the problem

NLVM Number Line ArithmeticG ldquoWhat Number Comes Nextrdquo p 30 G ldquoWhat Number Comes Beforerdquo p 32 L 25 125

2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 eg by using objects drawings and equations with a symbol for the unknown number to represent the problem

NLVM Number Line BarsL 47 72

Understand and apply properties of operations and the relationship between addition and subtraction

3 Apply properties of operations as strategies to add and subtract3 Examples If 8 + 3 = 11 is known then 3 + 8 = 11 is also known (Commutative property ofaddition) To add 2 + 6 + 4 the second two numbers can be added to make a ten so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition)

L 28G ldquoFour Keysrdquo p 284

4 Understand subtraction as an unknown-addend problem For example subtract 10 ndash 8 by finding the number that makes 10 when added to 8

G ldquoDonrsquot Take Them all Awayrdquo p 64 L 26-38 41-43 53 65

Add and subtract within 205 Relate counting to addition and subtraction (eg

by counting on 2 to add 2) L 26-38 41-43 48-49 51 76-77 80NLVM Hundreds ChartG Guess How Many p 14 G Count to 20 by Ones and Twos p 167

6 Add and subtract within 20 demonstrating fluency for addition and subtraction within 10 Use strategies such as counting on making ten (eg 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) decomposing a number leading to a ten (eg 13 ndash 4 = 13 ndash 3 ndash 1 = 10 ndash 1 = 9) using the relationship between addition and subtraction (eg knowing that 8 + 4 = 12 one knows 12 ndash 8 = 4) and creating equivalent but easier or known sums (eg adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

G ldquoAdd the Countersrdquo p 58 G ldquoTake Away the Counterrdquo p 68 G ldquoAdd or Take Away the Countersrdquo p 72G ldquoFlea Marketrdquo Game Mat G ldquoRoll a Doublerdquo p 128G ldquoRoll and Addrdquo p 142 G ldquoRoll a Tenrdquo p 242 G ldquoAddition Tablerdquo Game MatG ldquoDuck Pondrdquo Game Mat G ldquoFrog Pondrdquo Game MatL 26-38 41-43 47 51 53 58 61-64 106 110 129-131 133-135NLVM Diffy

Work with addition and subtraction

equations7 Understand the meaning of the equal sign and

determine if equations involving addition and subtraction are true or false For example which of the following equations are true and which are false 6 = 6 7 = 8 ndash 1 5 + 2 = 2 + 5 4 + 1 = 5 + 2

NLVM Number Line BounceL 34-37 42 51 53

8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers For example determine the unknown number that makes the equation true in each of the equations 8 + = 11 5 = 1048781 ndash 3 6 + 6 = 1048781

L 34-35 52 60 66 102 128G ldquoGuess the Rulerdquo p 184 G ldquoHidden Counters Puzzlerdquo p 217G ldquoSpacerdquo Game Mat G ldquoStolen treasurerdquo p 284

1NBT Number and Operations in Base TenExtend the counting sequence

1 Count to 120 starting at any number less than 120 In this range read and write numerals and represent a number of objects with a written numeral

L 54-57 74-75 84 91-92 117G Get to 100 by Tens or Ones p 266

Understand place value2 Understand that the two digits of a two-digit

number represent amounts of tens and ones Understand the following as special cases

NLVM Base BlocksL 55-57 75-77 80 87-89 111-113

a 10 can be thought of as a bundle of ten ones mdash called a ldquotenrdquo

L 47 56-57G ldquoFlea Marketrdquo Game Mat

b The numbers from 11 to 19 are composed of a ten and one two three four five six seven eight or nine ones

L 56-57 74-77 80

c The numbers 10 20 30 40 50 60 70 80 90 refer to one two three four five six seven eight or nine tens (and 0 ones)

G ldquoMacaroni Tensrdquo Game p 246 G School Bookstore Game MatG Yard Sale Game MatL 87 111-113 118

3 Compare two two-digit numbers based on meanings of the tens and ones digits recording the results of comparisons with the symbols gt = and lt

G ldquoHungry Alligatorrdquo Game p 148G ldquoMake the Alligator Tell the Truthrdquo Game p 280L 67-68 97-99 126-127 144

Use place value understanding and properties of operations to add and subtract

NLVM Base Blocks Addition

4 Add within 100 including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10 using concrete models or drawings and strategies based on place value properties ofoperations andor the relationship between addition and subtraction relate the strategy to a written method and explain the reasoning usedUnderstand that in adding two-digit numbers one adds tens and tens ones and ones and sometimes it is necessary to compose a ten

L 92-93 95 97 137-138G Get to 100 By Tens or Onesrdquo Game p 266 G ldquoYard Salerdquo Game Mat

5 Given a two-digit number mentally find 10 more or 10 less than the number without having to count explain the reasoning used

NLVM Place Value Number Line

6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero

differences) using concrete models or drawings and strategies based on place value properties of operations andor the relationship between addition and subtraction relate thestrategy to a written method and explain the reasoning usedDescribe several measurable attributes of a single object

1MD Measurement and DataMeasure lengths indirectly and by iterating length units

1 Order three objects by length compare the lengths of two objects indirectly by using a third object

G Number Strip Game p 50 TEG How Long Is It p 52 TEL 22 24

2 Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps

L 25 78-79 94 96 104 107G Measurement Game MatG Add to the Number Strip p 308

Tell and write time3 Tell and write time in hours and half-hours using

analog and digital clocks NLVM Time ndash Analog and Digital ClocksNLVM Time ndash Matching ClocksL 145-6G ldquoClockrdquo Game Mat

Represent and interpret data4 Organize represent and interpret data with up to

three categories ask and answer questions about the total number of data points how many in each category and how many more or less are in one category than inanother

NLVM Bar ChartsL 17-21 123

1G GeometryReason with shapes and their attributes

1 Distinguish between defining attributes (eg triangles are closed and three-sided) versus non-defining attributes (eg color orientation overall size) build and draw shapes to possess defining attributes

NLVM Color PatternsNLVM Attribute BlocksNLVM Attribute TrainsL 93 121 132

2 Compose two-dimensional shapes (rectangles squares trapezoids triangles half-circles and quarter-circles) or three-dimensional shapes (cubes right rectangular prisms right circular cones and right circularcylinders) to create a composite shape and compose new shapes from the composite shape

NLVM Pattern Blocks

3 Partition circles and rectangles into two and four equal shares describe the shares using the words halves fourths and quarters and use the phrases half of fourth of and quarter of Describe the whole as two of or four of the shares Understand for these examples that decomposing into more

L 89-90 100-101 103 105 148

equal shares creates smaller shares

Lessons 1 ndash 17 Review of Grade K standards use only as needed

StandardGrade 2


Activity


1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to taking from putting together taking apart and comparing with unknowns in all positions eg by using drawings and equations with a symbol for the unknown number to represent the problem

TG lessons 2 6-8Space game p 42526

Add and subtract within 20 TG lesson 8-19 23-28Addition Table game p 4089Frog Pond Game p41617Space game p 42526

2 Fluently add and subtract within 20 using mental strategies By end of Grade 2 know from memory all sums of two one-digit numbers

TG lesson 8-19 23-28Space game p 42526

Work with equal groups of objects to gain foundations for multiplication

TG lessons 117-123 134Multiplication Table Gamep42122

3 Determine whether a group of objects (up to 20) has an odd or even number of members eg by pairing objects or counting them by 2rsquosWrite an equation to express an even number as a sum of two equal addends

TG lessons 9 102-105

4 Use addition to find the total number objects arranged in rectangular arrays with up to 5 rows and up to 5 columnsWrite an equation to express the total as a sum of equal addends

TG lessons 117-122 TG lessons 123-124

2NBT Number and Operation in Base TenUnderstand place value

1 Understand that the three digits of a three-digit number represent amounts of hundreds tens and ones eg 706 equals

TG lessons 36-38 48 92

7 hundreds 0 tens and 6 ones Understand the following as special casesa 100 can be thought of as a bundle of ten tens- called a ldquohundredrdquo

Get 100 by Tens or Ones game p76

b The numbers 100 200 300 400 500 600 700 800 900 refer to one two three four five six seven eight or nine hundreds (and 0 tens and 0 ones)

Get to 100 by Tens or Ones game p 76

2 Count within 1000 skip-count by 5s 10s and 100s

TG lesson 38 48 58 138-139 152Get to 100 by Tens or Ones game p 76

3 Read and write numbers to 1000 using base-ten numerals number names and expanded form

TG lesson 48-52 138-139

4 Compare two three-digit numbers based on meaning of the hundreds tens and ones digits using gt = and lt symbols to record the results of comparisons

TG lesson 91


TG lesson 48-52 138-139Checkbook Game p411412

5 Fluently add and subtract within 100 using strategies based on place value properties of operations andor the relationship between addition and subtraction

TG lesson 150Checkbook Game p411412

6 Add up to four two-digit numbers using strategies based on place value and properties of operations

TG lesson 153-154156-57Four Digit Addition game p156Make 1000 game p338

7 Add and subtract within 1000 using concrete models or drawings and strategies based on place value properties of operations andor the relationship between addition and subtraction relate the strategy to a written method Understand that in adding or subtracting three-digit numbers one adds or subtracts hundreds and hundreds tens and tens ones and ones and sometimes it is necessary to compose or decompose tens or hundreds

TG lesson 153-154156-57 155-157Four Cubes from 10000 to 0 p354Make 1000 game p338

8 Mentally add 10 or 100 to given number 100-900 and mentally subtract 10 or 100 from a given number 100-900

TG lessons 36-38Get to 100 by Tens or Ones Game p 76

9 Explain why addition and subtraction strategies work using place value and the properties of operations

TG lessons 6-17

2MD Measurement and DataMeasure and estimate lengths in standard units

1 Measure the length of an object by selecting and using appropriate tools such as rulers yardsticks meter sticks and measuring tapes

Measurement game p 41920

2

Measure the length of an object twice using length units of different lengths for the two measurements describe how the two measurements relate to the size of the unit chosen

3 Estimate lengths using units of inches feet centimeters and meters

Find the Distance game p413414

4 Measure to determine how much longer one object is than another expressing the length difference in terms of a standard length unit

TG lessons 39-44Measurement Game p244

Relate addition and subtraction to length TG lessons 39-44Measurement Game p244

5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units eg by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem


6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0 1 2 hellip and represent whole-number sums and differences within 100 on a number line diagram


Work with time and money7 Tell and write the time from analog and

digital clocks to nearest five minutes TG lessons 70-72 93-95Time Game p42728

using am and pm8 Solve word problems involving dollar

bills quarters dimes nickels and pennies using $ and cent symbols appropriately Ex if you have 2 dimes and 3 pennies how many cents do you have

Rummage Sale game p 42324Yard Sale game p42930

Represent and interpret data

9Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units Find the Distance game

p413414Map Game p 418

10 Draw a picture graph and bar graph (with single-unit scale) to represent a data set with up to four catergories Solve simple put together take-apart and compare problems using information presented in a bar graph

2G Geometry Reason with shapes and their attributes

1 Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces Identify triangles quadrilaterals pentagons hexagons and cubes

Fraction Game p 415

2 Partition a rectangle into rows and columns of same-size squares and count to find total number of them

Fraction Game p 415

3 Partition circles and rectangles into two three or four equal shares describe the shares using the words halves thirds half of a third of etc and describe the whole as two halves three thirds four fourths Recognize that equal shares of identical

TG lessons 73-78Fraction Game p 415

wholes need not have the same shape

Thinking Stories

Thinking Story Problems are word problems that provide valuable problem solving practice Some lessons include only Thinking Story problems and some include both a story and a set of problems Some of the problems relate to the accompanying stories but others extend to new and different situations

Thinking Story Problems-choose one or two problems to do each day before the lesson begins

KindergartenKCC (Counting and Cardinality)pp 17d 33b 39b 51b 69b 75b 79b 119b 123b 127b 129b 143b 151b 153b 161b 171b 195b 205b 207b 217b

KOA (Operations and Algebraic Thinking) pp 17d 33b 39b 47b 51b 55b 61b 69b 75b 85d 95bl 113bl 119b 123b 127b 129b 139b 143b 151b 153b 157b 171b 185b 195b 199b 205b 207b 215b 217b 219b

KMD (Measurement and Data)pp 43b 47b 65b 75b 101b 147b 149b 163b 179b 207b211b 215b

KG (Geometry)pp 145b 161b 167b 173b 175b 199b 213b

First Grade1OA (Operations and Algebraic Thinking)pp 10a-d 26a-d 52a-d 64a-d 76a-d 96a-d 116a-d 144a-d 164a-d 196a-d 210a-d 228a-d 248a-d 274c-f 330a-d

1NBT (Number and Operations in Base Ten) pp 64a-d 116a-d 154a-d 164a-d 196a-d 330a-d

1MD (Measurement and Data)pp 130a-d 154a-d 196a-d 228a-d 248a-d296a-d 314a-d

Second Grade2OA (Operations and Algebraic Thinking)pp 24a-d58a-d 76a-d 88a-d 128a-d 144a-d 158a-d 170a-d 218a-d 268a-d 284a-d 300a-d

2NBT (Numbers and Operations in Base Ten)24a-d 46a-d 188a-d 204a-d 218a-d

2MD (Measurement and Data)

pp 8a-d 88a-d110a-d 144a-d 188a-d 204a-d 218a-d 236a-d 248a-d 268a-d 284a-d 300a-d

2G (Geometry)pp 88a-d 236a-d 320a-d

Assessments

Minimally teachers should use assessments included in the district approved text bookteacherrsquos guides These include pre-knowledge mastery checkpoints mid-unit assessments and end-of-unit assessments Additionally periodic benchmarks will be administered throughout the school year

Additional Resources

1) Teachers should utilize SMARTboard tools There are a wealth of visual aids and manipulative tools too numerous to list available using SMART technology

Open a SMARTnotebook fileClick on the 2nd icon down on the left It looks like a picture frameThen choose ldquoGallery Essentialsrdquo Expand and select ldquoMathematicsrdquoThis is where you can find a great number of useful tools separated by content type

2) Additional lesson ideas can be found at httpexchangesmarttechcom This is a web based collection of lessons that other teachers have created using SMARTtechnology There is a wealth of lessons here to choose from in all disciplines As with any lesson teachers are advised to preview the content for accuracy and grade level appropriateness before using

Go to httpexchangesmarttechcomSearch by lesson content or browse by grade level or even by Common Core Standard

3) Mailbox Magazine There are many ideas for math centers small and whole group instruction as well as supplemental activities in Mailbox Magazine Subscriptions for all grade levels are available through the ATS libraries See library clerk for assistance

4) Additional instruction strategies can be found in the following cited mathematics teaching methodologies textbooks

Cathcart W George Pothier Yvonne M Vance James H Bezuk Nadine S (2006) Learning Mathematics in Elementary and Middle Schools

Upper

Saddle River NJ Pearson Merrill Prentice Hall

Van De Walle John A (2004) Elementary and Middle School Mathematics Teaching Developmentally Boston MA Pearson Education Inc

Van De Walle John A (1990) Elementary School Mathematics Teaching Developmentally White Plains NY Longman

5) There is also a wealth of materials manipulative and written available in the Math Lab room 147 at ATS


Introduction

The New Jersey DOE has adopted the Common Core State Standards (CCSS) Therefore the following document reflects the revision of the Allamuchy Township School Districtrsquos math curriculum for grades Kindergarten through 2nd grade This revision is in compliance with the CCSS

Within this document will be found Cumulative Progress Indicators (CPI) for each math standard Along with these are listed suggested activities and resources to help students achieve mastery of each CPI

This is a living document It is will be updated as new materials and strategies become available Teachers should not limit themselves to the listed activities and resources but should feel encouraged to share different activities and resources with one another Please share with the curriculum committee as well for inclusion in updated versions of this document

StandardGrade K


Activity











TG lessons 45 6


TG lessons 45 13


TG lesson 14 1820



TG lessons 7 14 15 43 49-54



24 3839 40







TG lesson 56






















TG lessons 32-34








StandardGrade 1
































L 56-57 74-77 80



























NLVM Pattern Blocks


L 89-90 100-101 103 105 148



StandardGrade 2


Activity























TG lesson 48-52 138-139


TG lesson 91












TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper





StandardGrade K


Activity











TG lessons 45 6


TG lessons 45 13


TG lesson 14 1820



TG lessons 7 14 15 43 49-54



24 3839 40







TG lesson 56






















TG lessons 32-34








StandardGrade 1
































L 56-57 74-77 80



























NLVM Pattern Blocks


L 89-90 100-101 103 105 148



StandardGrade 2


Activity























TG lesson 48-52 138-139


TG lesson 91












TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper







24 3839 40







TG lesson 56






















TG lessons 32-34








StandardGrade 1
































L 56-57 74-77 80



























NLVM Pattern Blocks


L 89-90 100-101 103 105 148



StandardGrade 2


Activity























TG lesson 48-52 138-139


TG lesson 91












TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper

















TG lessons 32-34








StandardGrade 1
































L 56-57 74-77 80



























NLVM Pattern Blocks


L 89-90 100-101 103 105 148



StandardGrade 2


Activity























TG lesson 48-52 138-139


TG lesson 91












TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper


































L 56-57 74-77 80



























NLVM Pattern Blocks


L 89-90 100-101 103 105 148



StandardGrade 2


Activity























TG lesson 48-52 138-139


TG lesson 91












TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper




















NLVM Pattern Blocks


L 89-90 100-101 103 105 148



StandardGrade 2


Activity























TG lesson 48-52 138-139


TG lesson 91












TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper







StandardGrade 2


Activity























TG lesson 48-52 138-139


TG lesson 91












TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper












TG lesson 48-52 138-139


TG lesson 91












TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper








TG lessons 6-17




2






















Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper














Fraction Game p 415


Fraction Game p 415




Thinking Stories















Assessments










Upper






Thinking Stories















Assessments










Upper















Assessments










Upper













Upper





Math Curriculum - Allamuchy Township School District file · Web viewMath Curriculum....

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Transcript of Math Curriculum - Allamuchy Township School District file · Web viewMath Curriculum....