alignment to the common core gps (ccgps) and georgia ... ela... · alignment to the common core gps...

Alignment to the Common Core GPS (CCGPS) and Georgia Performance Standards (GPS) for

Grades 3 – 5: ELA & Math

Created by Jessie Moreau, M.Ed., NBCT

Gwinnett County Public Schools

GDOE PowerPoint on Alignment for 2013-14 is also posted on the GAA website. It offers some other valuable information across the grade levels for alignment.

Iconic Text

• The use of pictures, symbols, and/or graphics with text

• Be sure to include text with all iconic text

English/Language Arts Common Core GPS (CCGPS)

Examples

Common Core ELA (CCGPS) Reading Literature (RL) &

Reading Informational (RI) “Power Standards”

• RL1 – literary text comprehension

Adapted grade level literature: fiction, poetry, drama,

biographies/autobiographies

• RI1 – informational text comprehension

Most Unique Learning System comprehension materials, Social Studies, Science, recipes, newspaper articles, Kids Discover & other magazine articles, etc.

ELACC Reading Literary(RL1)

ELACCRL1 Big Idea:

• Explicit and/or inferential understanding of the meaning of the literary text

- Refer to details in a literary text and identify/describe/explain what the text says explicitly or inferentially

ELACC Reading Literary (RL1) • ELACC3RL1: Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis for the answers.

• ELACC4RL1: Refer to details and examples in a text when

explaining what the text says explicitly and when drawing inferences from the text.

• ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Citing Text Explicitly through Character, Setting & Event/Episode Activities

(RL1)

“A Small White Scar” materials created by Kayse Harshaw, GDOE & Jessie Moreau; Fried Worms materials created by Jessie Moreau, Gwinnett County Schools;

Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions by

Placing/Removing Iconic Text from Adapted Text or Matching to Story Text (RL1)

“Charlie & the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County Public Schools

Laura Half-Pint

Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions Using

an AAC Device to Respond (RL1)

“Charlie and the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County Schools

Refer to Text to Cite What Text Says Explicitly

to Answer Comprehension Questions (RL1)

Using “Unique” for Reading Literary (Fiction) Text

Comprehension Comprehension materials from the Unique Learning System © N2Y, Inc.

Refer to Text to Cite What Text Says Explicitly and Implicitly to Demonstrate Comprehension of

Event/Character/Setting (RL1)

“Little House on the Prairie” materials created by Susan Murray, Columbia County and Chris Hiner, Rockdale County Schools

Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions (RL1)

“Charlie and the Chocolate Factory” Comprehension Worksheet created by Pantea Sadeghy, Gwinnett County & adapted story materials by Jessie Moreau, Gwinnett County Schools

Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions (RL1)

“Charlie and the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County and LaWanda Dalton, Hart County Schools

ELACC.3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

ELACC.5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

ELACC.4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

ELACC Reading Literary (RL3)

“Charlie & the Chocolate Factory” materials created by LaWanda Dalton, Hart County Schools

Describe how the story unfolds and the character’s reactions (RL3)

Use of fold out book to tell what happens during an episode and the character’s reaction to the event

ELACC Reading Informational (RI1)

ELACCRI1 Big Idea:

• Explicit and/or inferential understanding of the meaning of the informational text

- Refer to details in informational text and identify/describe/explain what the text says explicitly or inferentially

ELACC Reading Informational (RI1)

• ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

• ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• ELACC5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


to Answer Comprehension Questions (RI1)

Using “Unique” for Reading Informational Text

Comprehension Comprehension materials from the Unique Learning System © N2Y, Inc.


to Answer Comprehension Questions (RI1)

Referring to Informational Text materials from

Unit Stories to Show Comprehension Cocoa Bean materials created by Jennifer Farner, Whitfield County Schools;

Bubble Gum materials created by Jessie Moreau, Gwinnett County Schools

Cocoa beans make chocolate. Cocoa beans make

Rice Krispie Treats.

Citing Text Explicitly from Recipes (RI1)

Recipes created by Jessie Moreau, Gwinnett County Schools;

Following a recipe from Unique materials

Answering questions to cite text explicitly from the recipe and

to make inferences.

Citing Text Explicitly from Recipes (RI1)

Recipes created by Jessie Moreau, Gwinnett County Schools;

Following a recipe then answering questions to cite

explicitly from text

Following a recipe then citing text explicitly from the recipe to tell how

Muffin Pizza was made.

Citing Text Explicitly and Drawing Inferences

from Across the Curriculum (RI1)

Citing text explicitly from informational PowerPoint on

Destructive Forces

Drawing inferences from text on needs/wants from Social Studies

Destructive Forces materials by Pantea Sadeghy; Needs/Wants materials by Debra Mastin; Gwinnett County Public Schools

Literary vs. Informational Domain

• Reading Literary & Reading Informational standards are worded exactly the same

• Major difference is the focus on either literary or informational text

• Be sure to select the domain that goes along with the type of text being read

ELACC Language (L4a)

• ELACC.3.L.4a. Use sentence-level context as a clue to the meaning of a word or phrase.

• ELACC.4.L.4a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

• ELACC.5.L.4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.


ELACCL4a Big Idea:

Determine the meaning of new/unfamiliar words in context.

-Words cannot be presented in isolation – there must be a context (phrase, sentence, paragraph)

- Words can be written or spoken

-Iconic text is allowed to accompany print

-Any word can be used as long as in context and age/grade appropriate (and words are appropriate )


Using rhyming words and antonyms (opposites) in context to increase vocabulary.

Poem materials created by Jessie Moreau based upon Shel Silverstein’s poems, “The Googies are Coming” and

ELACC.3.L.4a; ELACC.4.L.4a; ELACC.5.L.4a


Using homophones (words that sound alike but have different meanings) in context to increase vocabulary.

Homophone comprehension materials created by Jessie Moreau based upon PowerPoint by Susan Murray, Columbia County Schools

ELACC.3.L.4a; ELACC.4.L.4a; ELACC.5.L.4a

ELACC Speaking & Listening (SL1c)

Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 3-5 topics and texts, building on others’ ideas and expressing their own clearly.

• ELACC.3.SL.1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

• ELACC.4.SL.1c. Pose and respond to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others.

• ELACC5.SL1c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

(3rd grade indicator approved as aligned to answering questions ,by GDOE 9/20/13)

ELACC Speaking & Listening (SL1c)

ELACCSL1c Big Idea:

Pose and respond to questions on grade level topics, texts, issues in one-on-one situations, in groups and with teacher-led discussions.

(Using student’s communication system(s) e.g., speech, sign language, AAC device, iconic text, PECS and/or other Assistive Technology

Answering questions about grade level curricular subjects verbally, with

selection of iconic/tactile text or with AAC (SL1c)

How many people chose pepperoni pizza? (Four)

What does the bulb become? (A daffodil flower)

Pizza survey picture courtesy of Nancy Dick & Julie Hipple, GCPS; Physical Change activity courtesy of Jessie Moreau, Gwinnett County Schools

Answering questions about grade level curricular subjects with

numbers/iconic text through use of AAC (SL1c)

How many green M&Ms were in the bag? (two)

What is the definition of pollution? (top photo)

Which apple is a whole? (bottom photo)

Pictures courtesy of Jessie Moreau, Gwinnett County Schools

movie/Jordan.AVI

Answering questions about grade level appropriate subjects verbally, with

selection of iconic text on an AAC device (SL1c)

When asked, “Who do you love? Who is your Valentine?” This is what he typed on his device:

“Elizaida I love you.” Contributed by Melanie Abad, Gwinnett County Public Schools

ELACC Speaking & Listening (SL4)

• ELACC.3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

• ELACC.4.SL.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

• ELACC.5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


ELACCSL4 Big Idea:

Presentation of knowledge through communication of details, facts, main ideas

(Using student’s communication system(s) e.g., speech, sign language, AAC device, and/or other Assistive Technology

Examples: Give a report on topic researched;

sequence the steps of a task analysis; tell facts of what happened in a story


Presenting facts about Hawaii research to buddy class using AAC device

Pictures & Hawaii activities/materials courtesy of Caroline Whitten, Gwinnett County Schools


Recounting an experience about his weekend activities

to his classmates using a microphone

Resource Report Template, Jessie Moreau,; Microphone activity, Heather Colson, Gwinnett County Schools

After completing the report template, students present it

verbally or via AAC device

movie/tell something good.mp4

ELACC Informative/Explanatory Writing (W2a)

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• ELACC.3.W.2a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

• ELACC.4.W.2a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

• ELACC.5.W.2a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

ELACC Writing (W2a)

ELACCW2a Big Idea:

• Writing informative/explanatory text

- writing within organizational structures with focus

on the content

Examples: writing a letter (not labeling the parts); cause & effect; categorization; definitions; compare & contrast

Organizing ideas through cause & effect

and compare/contrast

Venn diagram to compare/contrast chickens and pigs

Daily Life Categorization created by Jessie Moreau, Gwinnett County Schools; Animal Venn diagram created by Kathy Sprouse, McIntosh Schools

Writing to show Cause & Effect

Informative/Explanatory Writing (W2a)

Using an

Organizational Structure to Organize Ideas

to Write about a Topic

Materials created by Jessie Moreau, Gwinnett County Public Schools

Informative/Explanatory Writing (W2a)

ELACC Informative/Explanatory Writing (W2b)

• ELACC.3.W.2 b. Develop the topic with facts, definitions, and details.

• ELACC.4.W.2 b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

• ELACC.5.W.2 b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

ELACC Writing (W2b)

ELACCW2b Big Idea:

• Writing informative/explanatory text

- Describe a topic and include details, facts, and/or examples

Examples: “Unique” and other writing activities about a particular topic; writing recipes, adapted Frayer model

Writing to Include Details and Facts about a Topic

Using “Unique” for Writing Informational Text

Writing materials from the Unique Learning System © N2Y, Inc.

Informative/Explanatory Writing (W2b)

Writing on the topic, “All About Me”.

Writing materials created by Mary Evelyn King, Gwinnett County Schools using Boardmaker software.

Using picture symbols for student to describe his/her likes, interests, etc.



Materials created by Jessie Moreau, Gwinnett County Schools based on Writing Wheel concept by Juanita Pritchard, Cobb County & LaWanda Dalton, Hart County

Using a writing wheel for students to choose ideas/details to include in writing about themselves

Selecting the ideas/details and placing them in a

sentence structure for writing a sentence.



Using an adapted Frayer Model to write about a topic to include facts, details, definitions, quotes

Writing about a topic: Effects of Pollution

using a tactilized adapted Frayer Model

Westward Expansion Frayer Model information

Revised Frayer Model templates and tactile materials created by Jessie Moreau, Gwinnett County; Westward Expansion materials created by Susan Murray, Columbia County Schools.


Writing to Include Details and Facts about Curricular Topics

Facts about Hawaii written with iconic text and attached to paper plate

“book” pages

Hawaii book writing activity concept by Caroline Whitten; Magnet Report materials created by Jessie Moreau, Gwinnett County Schools

Report about magnets written after exploration with magnets


Writing to Include Facts about a Completed Recipe Task

S’more Writing by AshlleySaye & Jessie Moreau; English Muffin Pizza created by Jessie Moreau, Gwinnett County Schools


ELACC Narrative Writing (W3)

ELACC W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• ELACC.3.W.3 b. Use dialogue and descriptions of actions, thoughts,

and feelings to develop experiences and events or show

the response of characters to situations.

• ELACC.4.W.3 d. Use concrete words and phrases and sensory details

to convey experiences and events precisely.

• ELACC.5.W.3 d. Use concrete words and phrases and sensory details

to convey experiences and events precisely.

ELACC Narrative Writing (W3d)

ELACCW3d Big Idea:

• Write narratives about real or imagined experiences

or events using details, sensory language (creative writing)

Examples: Journal writing, descriptive writing about the senses, “Writing tree” writing

Writing about Real or Imaginary Sensory Experiences

“Beach” sensory writing web created by Juanita Pritchard, Cobb County & Lynn Heyen, Clarke County Schools

-Using a writing tree to choose sensory details to include in writing about a real or imagined experience


“Lewis & Clarke” sensory writing tree created by Susan Murray, Columbia County & Lynn Heyen, Clarke County Schools

Using a writing tree to choose sensory details to include in writing about a real or imagined experience

tipis



“A Night on the Prairie” writing activities created by Karen Barineau, DeKalb County Schools

Using a journal template of an imagination story to choose sensory details to include in writing about an imagined experience



Materials created by Jessie Moreau, Gwinnett County Schools

-Using a writing wheel to choose concrete ideas/details to include in writing about yourself -Writing to include details about a community skills trip to go bowling



ELACC Writing (W7)

ELACC W7: Conducting short research projects to answer a question

using a variety of sources

ELACC.3.W.7 Conduct short research projects that build knowledge about a topic.

ELACC.4.W.7 Conduct short research projects that build knowledge through

investigation of different aspects of a topic.

ELACC.5.W.7 Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic.

Conducting Short Research Project

to Answer a Question (W7)

Materials created by Jessie Moreau, Gwinnett County Public Schools

Writing about a topic: Research Report

Cross-Curricular Materials

• Reading & Writing with informative text works GREAT across the different curricular areas

• Unit-type lessons encourage cross curricular learning

• Many comprehension/writing materials already in use may align to the ELA Common Core!

Mathematics Common Core GPS (CCGPS)

Examples

Common Core Math Domains

• K-5: Operations & Algebraic Thinking

• 3-5: N & O- Base 10

• 3-5: N & O- Fractions

• K-5: Measurement and Data

• K-8: Geometry

Common Core Math (CCGPS) Operations & Algebraic Thinking (OA)

MCC.3.OA.8 Solve two-step word problems using the four operations. Represent

these problems using equations with a letter standing for the unknown quantity

(blank square). Assess the reasonableness of answers using mental computation

and estimation strategies including rounding.

MC.C4.OA.3 – Solve multistep word problems posed with whole numbers and having

whole-number answers using the four operations, including problems in which

remainders must be interpreted. Represent these problems using equations with a

letter standing for the unknown quantity (blank square). Assess the reasonableness of

answers using mental computation and estimation strategies including rounding.

Use of manipulatives & number lines are integral strategies for

Common Core Math!

MCC3.OA.8; MCC4.OA.3

Operations & Algebraic Thinking (OA) Using the Four Operations with Letter for Unknown

Grade 5 – use MCC5.NBT.7

HTEFW materials created by Jessie Moreau, Gwinnett County & Susan Murray, Columbia County Schools

Use of manipulatives with addition and multiplication word problems

MCC3.OA.8; MCC4.OA.3; Grade 5 – use MCC5. NBT.7

Operations & Algebraic Thinking (OA) Using Two Operations with Blank Squares for Unknown

Little House… math materials created by Susan Murray, Columbia County and Jessie Moreau, Gwinnett County Schools

Materials created by Jessie Moreau, Gwinnett County Schools;

Using manipulatives, tactile numbers and AAC device to solve addition equations. Be sure to base equations on word problems, written or verbal.

Operations & Algebraic Thinking (OA) Using Addition using Letter for Unknown

MCC3.OA.8; MCC4.OA.3; for Grade 5 use MCC5.NBT.7

If a word problem is not a printed part of the activity, create a verbal word problem. Document it.


Operations & Algebraic Thinking (OA) Addition with Word Problems

HTEFW materials created by Susan Murray, Columbia County Schools & Jessie Moreau, Gwinnett County


Operations & Algebraic Thinking (OA) Subtraction with Word Problems

HTEFW materials created by Jessie Moreau, Gwinnett County and Susan Murray, Columbia County Schools

Addition/Subtraction worksheets created by Kathy Sprouse, McIntosh County; Spindle addition created by Juanita Pritchard, Cobb County; Bowling Addition materials created by Tammy Nash & Sarah Sargeant, Gwinnett County Schools

Use manipulatives & number lines

Be sure to use word problems, written or

spoken for these activities

Operations & Algebraic Thinking (OA) Addition & Subtraction with Word Problems

MCC3.OA.8; MCC4.OA.3; use MCC5.NBT.7

for Grade 5

“The Great Kapok Tree” Math materials created by Christy Smith, Gordon County Schools

“The Great Kapok

Tree” math materials

Use manipulatives and number lines



for Grade 5

Number line created by Christy Smith, Gordon County Schools

Equals Math,

Chapter 7, Levels 1 & 2

Use manipulatives and number lines



for Grade 5

“Spaghetti & Meatballs” math materials created by Christy Smith, Gordon County Schools & Jessie Moreau, Gwinnett County Schools

Using literature with math focus, “Spaghetti and Meatballs for All” by Marilyn Burns to work on addition and multiplication

Operations & Algebraic Thinking (OA) Addition & Multiplication with Word Problems


for Grade 5

• MCC3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

• MCC4.NBT.3 Use place value understanding to round multi‐digit whole numbers to any place.

• MCC5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (May use whole numbers as a prerequisite.)

Common Core Math (CCGPS) N&O – Base 10 (NBT)

Place Value

Use “Pay to the Next Dollar” and Rounding Up for Place Value Concepts

MCC3.NBT.1, MCC4.NBT.3, MCC5.NBT.7

HTEFW Shopping materials created by Susan Murray, Columbia County and Jessie Moreau, Gwinnett County Public Schools

N&O – Base 10 (NBT) Rounding Up Using Place Value

MCC3.NBT.1, MCC4.NBT.3

Using place value with money to round up from ones, to tens, to hundreds ($1.00)

Place Value with Money materials created by Jessie Moreau, Gwinnett County Public Schools

N&O – Base 10 (NBT) Place Value

1 5

Using number stickers and manipulatives to work addition with place values

+ +

+ +

MCC3.NBT.1, MCC4.NBT.3, MCC5.NBT.7

Place Value materials created by Jessie Moreau, Gwinnett County Public Schools

N&O – Base 10 (NBT) Place Value

Common Core Math (CCGPS) N&O – Fractions (NF)

MCC3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

MCC3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

MCC5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½. Use of fractions with common denominators is at a prerequisite skill level for Grade 5.)

N&O – Fractions (NF) MCC3.NF.1 - Parts to a Whole

Banana, Apple and Pizza Parts to Whole materials created by Jessie Moreau, Gwinnett County Schools

Using a number line to find equivalent fractions

N&O – Fractions (NF) Equivalent Fractions

MCC3.NF.2a (requires number line)

1/2

MCC3.NF.3a, b

Apple Fraction materials created by Jessie Moreau, Gwinnett County Schools

N&O – Fractions (NF) Equivalent Fractions

MCC3.NF.3a, MCC3.NF.3b

Use story, “Piece=Part=Portion” by Scott Gifford for

instruction and reading informational text.

Pizza Fraction materials created by Jessie Moreau, Gwinnett County Schools

N&O – Fractions (NF) Addition of Fractions with Common Denominators

MCC4.NF.3a,b; MCC5.NF.2

Pizza Addition worksheet created by Becky Kidwell, Gwinnett County; Food Fraction Addition created by Jessie Moreau, Gwinnett County Schools

Using candy bars (Snack size Hershey & Kit Kat bars for addition of fractions

1 1 4

“Hershey Bar Fractions” PowerPoint created by Susan Murray, Columbia County; other fraction materials created by Jessie Moreau, Gwinnett County Schools



Using bowling activities with enlarged Velcro® pins and/or number line to add fractions


Bowling fraction materials created by Tammy Nash & Sara Sargeant; Enlarged pin activity picture courtesy of Nancy Dick, Gwinnett County Schools


Common Core Math (CCGPS) Geometry (G)

• MCC.3.G.1 - Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

• MCC.5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Geometry (G)

MCC.3.G.1; MCC.5.G.3

Identify quadrilaterals according to specific shapes: squares and rectangles.

Identify the 4 sided quadrilateral shapes: squares and rectangles

by matching the colored quadrilaterals to the white template shapes.

Identify the 4 sided quadrilateral shapes: squares and rectangles

by matching the colored quadrilaterals to the white template shapes.

• MCC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

• MCC.5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.


Geometry (G)

MCC.4.G.2; MCC.5.G.3

Identify figures based upon absence of parallel lines (triangles) and the presence of parallel lines (squares/rectangles/rhombuses)

using tangram shapes from “Grandfather Tang’s Story”


Grade 5:

MCC5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Geometry (G) Graphing Points and Interpreting Values of Ordered Pairs in the Coordinate Plane

MCC5.G.2

HTEFW Coordinate Plane materials created by Jessie Moreau, Gwinnett County

Geometry (G) Graphing Points and Interpreting Values

of Ordered Pairs in the Coordinate Plane – MCC.5.G.2

Candy Coordinate Plane materials created by Susan Wadkins; Recycling Coordinate Plane materials created by Lori Young & Jessie Moreau, Gwinnett County Schools

Common Core Math (CCGPS) Measurement & Data (MD)

MCC3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.

Solve one‐ and two‐step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Measurement & Data (MD) Creating Picture & Bar Graphs;

Solving Problems using Information from Graphs

MCC3.MD.3

“Fast Food” graphing materials created by Jessie Moreau, Gwinnett County Schools

Pictographs utilize pictures; Bar Graphs utilize columns/rows of color Be sure students answer questions about the graphs they have created

Measurement & Data (MD) Creating Picture Graphs;

Solving Problems using Information from Graphs MCC3.MD.3

“Whiz Bang Worm Sundae” graphing materials created by Jessie Moreau, Gwinnett County Schools

Pictographs utilize pictures; Be sure students answer questions about the graphs they have created

Measurement & Data (MD) Creating Picture & Bar Graphs;

Solving Problems using Information from Graphs

MCC3.MD.3

Bowling graphing materials created by Jessie Moreau, Gwinnett County Schools

Pictographs utilize pictures; Bar Graphs utilize columns/rows of color Be sure students answer questions about the graphs they have created

Common Core Math (CCGPS) Measurement & Data (MD)

• MCC3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

• MCC3.MD.7 Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle with whole‐number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

Measurement & Data (MD) Tiling to find Area

MCC3.MD.6, MCC3.MD.7

Tiling work space with sheets of paper (improvised unit)

MCC.4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... MCC.5.MD 1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05m), and use these conversions in solving multi-step, real world problems.

Measurement & Data (MD)

Measurement & Data (MD) MCC4.MD.4; MCC5.MD.2

Chocolate Milk Measurement materials created by Jessie Moreau, Gwinnett County Schools

Expressing larger units in terms of smaller units

Converting cups, pints, quarts, and gallons using chocolate milk

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MCC4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. MCC5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Measurement & Data (MD)

Measurement & Data (MD) MCC4.MD.2, MCC5.MD.2

Using line plots to display data using fractions

Line Plot materials created by Susan Murray, Columbia County and Jessie Moreau, Gwinnett County Schools

alignment to the common core gps (ccgps) and georgia ... ela... · alignment to the common core gps...

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