marlboro central school district – k ‐5 …...math understand equal groups of as multiplication...

MARLBOROCENTRALSCHOOLDISTRICT–K‐5CURRICULUMMAP2015

Subject:MathematicsGrade:3

Quarter 1

N.Y.S. Performance Indicator

Content/Concepts: What students should know

Skills (What Students Should Be Able To Do)

Resources

Major Assessments

3.OA.1Interpretproductsofwholenumbers,e.g.,interpret5x7asthetotalnumberofobjectsin5groupsof7objectseach.Forexample,describeacontextinwhichatotalnumberofobjectscanbeexpressedas5x7.

3.OA.2Interpretwhole‐numberquotientsofwholenumbers,e.g.,interpret56÷8asthenumberofobjectsineachsharewhen56

MultiplicationandtheMeaningoftheFactors

DivisionasanUnknownFactorProblem

MultiplicationUsingUnitsof2and3

DivisionUsingUnitsof2and3

MultiplicationandDivisionUsingUnitsof4

DistributivePropertyandProblemSolvingUsingUnitsof2–5and10

MultiplicationandtheMeaningoftheFactors:

Understandequalgroupsofasmultiplicationanddivision

Relatemultiplicationanddivisiontothearraymodel

Interpretthemeaningoffactors—thesizeofthegrouporthenumberofgroups

EngageNY:Module1

MathManipulativesKit

Flashcards

Websites

ExitTickets

MidandEnd‐of‐ModuleAssessments

objectsarepartitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.Forexample,describeacontextinwhichanumberofsharesoranumberofgroupscanbeexpressedas56÷8.

3.OA.3Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.

DivisionasanUnknownFactorProblem:

Understandthemeaningoftheunknownasthesizeofthegroupindivision

Understandthemeaningoftheunknownasthenumberofgroupsindivision

Interprettheunknownindivisionusingthearraymodel

AnalyzeArraystoMultiplyUsingUnitsof2and3:

Demonstratethecommutativityofmultiplication,andpracticerelatedfactsbyskip‐countingobjectsinarraymodels

Findrelatedmultiplicationfactsbyaddingandsubtractingequal

3.OA.4Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.Forexample,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8x?=48,5=_÷3,6x6=?

3.OA.5Applypropertiesofoperationsasstrategiestomultiplyanddivide.(Studentsneednotuseformaltermsfortheseproperties.)Examples:If6×4=24isknown,then4×6=24isalsoknown.(Commutativepropertyofmultiplication)3×5×2canbefoundby3×

groupsinarraymodels

Modelandapplythedistributivepropertywitharraystodecomposeunitsasastrategytomultiply

DivisionUsingUnitsof2and3:

Modeldivisionastheunknownfactorinmultiplicationusingarraysandtapediagrams

Interpretthequotientasthenumberofgroupsorthenumberofobjectsineachgroupusingunitsof2,3,4,5,10

Skip‐countobjectsinmodelstobuildfluencywithmultiplicationfactsusingunitsof2,3,4,5,10

5=15,then15×2=30,orby5×2=10,then3×10=30(Associativepropertyofmultiplication).Knowingthat8×5=40and8×2=16,onecanfind8×7as8×(5+2)=(8×5)+(8×2)=40+16=56(Distributiveproperty).

3.OA.6Understanddivisionasanunknown‐factorproblem.Forexample,find32÷8byfindingthenumberthatmakes32whenmultipliedby8.

3.OA.7Fluentlymultiplyanddividewithin100,usingstrategiessuchastherelationshipbetweenmultiplicationanddivision(e.g.,knowingthat8×5=40,oneknows40÷5=8)or

Relatearraystotapediagramstomodelthecommutativepropertyofmultiplication

Usethedistributivepropertyasastrategytofindrelatedmultiplicationfacts

Modeltherelationshipbetweenmultiplicationanddivision

DistributivePropertyandProblemSolvingUsingUnitsof2‐5and10:

Applythedistributivepropertytodecomposeunits

Solvetwo‐stepwordproblemsinvolvingmultiplicationanddivision,andassessthereasonablenessofanswers

propertiesofoperations.BytheendofGrade3,knowfrommemoryallproductsoftwoone‐digitnumbers.

3.OA.8Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.(Thisstandardislimitedtoproblemsposedwithwholenumbersandhavingwhole‐numberanswers;studentsshouldknowhowtoperformoperationsintheconventional

Solvetwo‐stepwordproblemsinvolvingallfouroperations,andassessthereasonablenessofanswers

orderwhentherearenoparenthesestospecifyaparticularorder,i.e.,OrderofOperations.).

3.MD.1Tellandwritetimetothenearestminuteandmeasuretimeintervalsinminutes.Solvewordproblemsinvolvingadditionandsubtractionoftimeintervalsinminutes,e.g.,byrepresentingtheproblemonanumberlinediagram.

3.MD.2Measureandestimateliquidvolumesandmassesofobjectsusingstandardunitsofgrams(g),kilograms(kg),andliters(l).Add,subtract,multiply,ordividetosolveone‐stepwordproblemsinvolvingmassesorvolumes

TimeMeasurementandProblemSolving

MeasuringWeightandLiquidVolumeinMetricUnits

TimeMeasurementandProblemSolving:

Relateskip‐countingbyfivesontheclockandtellingtimetoacontinuousmeasurementmodel,thenumberline

Countbyfivesandonesonthenumberlineasastrategytotelltimetothenearestminuteontheclock

Solvewordproblemsinvolvingtimeintervalswithin1hourbycountingbackwardandforwardusingthenumberlineandclock

EngageNY:Module2

BrainPopJr.

Flocabulary


Balancescale

Digitalscale

Platformscale

1kgricebags

Variouslitercontainers

Flashcards

Websites

Exittickets


thataregiveninthesameunits,e.g.,byusingdrawings(suchasabeakerwithameasurementscale)torepresenttheproblem.

Solvewordproblemsinvolvingtimeintervalswithin1hourbyaddingandsubtractingonthenumberline

MeasuringWeightandLiquidVolumeinMetricUnits:

Buildanddecomposeakilogramtoreasonaboutthesizeandweightof1kilogram,100grams,10grams,and1gram

Solveone‐stepwordproblemsinvolvingmetricweightswithin100andestimatetoreasonaboutsolutions

Decomposealitertoreasonaboutthesizeof1liter,100milliliters,10milliliters,and1milliliter

Estimateandmeasureliquidvolumeinlitersandmillilitersusingtheverticalnumberline

Solvemixedwordproblemsinvolvingallfouroperationswithgrams,kilograms,liters,andmillilitersgiveninthesameunits


Subject:MathematicsGrade:3rd

Quarter 2


Content/Concepts: What students should know (Unit organizing idea, understanding, or essential question)


Resources

(District /technology)

Major Assessments

(Tests, projects, etc.)

3.NBT.1Useplacevalueunderstandingtoroundwholenumberstothenearest10or100.

3.NBT.2Fluentlyaddandsubtractwithin1000usingstrategiesandalgorithmsbasedonplacevalue,propertiesofoperations,and/orthe

RoundingtotheNearestTenandHundred

Two‐andThree‐DigitMeasurementAdditionUsingtheStandardAlgorithm

Two‐andThree‐DigitMeasurementSubtractionUsingtheStandardAlgorithm

RoundingtotheNearestTenandHundred:

Roundtwo‐digitmeasurementstothenearesttenontheverticalnumberline

Roundtwoandthree‐digitnumberstothenearesttenontheverticalnumberline

Roundtothenearesthundredontheverticalnumberline

Two‐and‐ThreeDigitMeasurementAddition

EngageNY:Module2


Flashcards

Websites

Exittickets


relationshipbetweenadditionandsubtraction.

UsingtheStandardAlgorithm:

Addmeasurementsusingthestandardalgorithmtocomposelargerunitsonce

Addmeasurementsusingthestandardalgorithmtocomposelargerunitstwice

Estimatesumsbyroundingandapplytosolvemeasurementwordproblems

Two‐andThree‐DigitMeasurementSubtractionUsingtheStandardAlgorithm:

Decomposeoncetosubtractmeasurementsincludingthreedigitminuendswithzerosinthetensoronesplace

Decomposetwicetosubtractmeasurements

includingthreedigitminuendswithzerosinthetensandonesplaces

Estimatedifferencesbyroundingandapplytosolvemeasurementwordproblems

Estimatesumsanddifferencesofmeasurementsbyrounding,andthensolvemixedwordproblems

3.OA.3Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities,e.g.,byusingdrawingsandequationswitha

ThePropertiesofMultiplicationandDivision

MultiplicationandDivisionUsingUnitsof6and7

MultiplicationandDivisionUsingUnitsupto8

MultiplicationandDivisionUsingUnitsof9

AnalysisofPatternsandProblemSolvingIncludingUnitsof0and1

Studycommutativitytofindknownfactsof6,7,8,and9.

Applythedistributiveandcommutativepropertiestorelatemultiplicationfacts5×n+nto6×nandn×6wherenisthesizeoftheunit.

Multiplyanddividewithfamiliarfactsusingalettertorepresenttheunknown.

Countbyunitsof6tomultiplyanddivideusingnumberbondstodecompose.

EngageNY

Module3.3

Exittickets

Midandendofmoduleassessments

symbolfortheunknownnumbertorepresenttheproblem

3.OA.4Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.Forexample,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8x?=48,5=___÷3,6x6=?Understandpropertiesofmultiplicationandtherelationshipbetween

MultiplicationofSingle‐DigitFactorsandMultiplesof10

Countbyunitsof7tomultiplyanddivideusingnumberbondstodecompose.

Usethedistributivepropertyasastrategytomultiplyanddivideusingunitsof6and7.

Interprettheunknowninmultiplicationanddivisiontomodelandsolveproblemsusingunitsof6and7.

Understandthefunctionofparenthesesandapplytosolvingproblems.

Modeltheassociativepropertyasastrategytomultiply.

Usethedistributivepropertyasastrategytomultiplyanddivide.

Interprettheunknowninmultiplicationanddivisiontomodelandsolveproblems.

Applythedistributivepropertyandthefact9=10–1asastrategytomultiply.

multiplicationanddivision.

3.OA.5Applypropertiesofoperationsasstrategiestomultiplyanddivide.(Studentsneednotuseformaltermsfortheseproperties.)Examples:If6×4=24isknown,then4×6=24isalsoknown.(Commutativepropertyofmultiplication.)3×5×2canbefoundby3×5=15,then15×2=30,orby5×2=10,then3×10=30.(Associativepropertyofmultiplication.)Knowingthat8

Identifyandusearithmeticpatternstomultiply.

Interprettheunknowninmultiplicationanddivisiontomodelandsolveproblems.

Reasonaboutandexplainarithmeticpatternsusingunitsof0and1astheyrelatetomultiplicationanddivision.

Solvetwo‐stepwordproblemsinvolvingallfouroperationsandassessthereasonablenessofsolutions.

Multiplybymultiplesof10usingtheplacevaluechart.

Useplacevaluestrategiesandtheassociativepropertyn×(m×10)=(n×m)×10(wherenandmarelessthan10)tomultiplybymultiplesof10.

Solvetwo‐stepwordproblemsinvolvingmultiplyingsingle‐digitfactorsandmultiplesof10.

×5=40and8×2=16,onecanfind8×7as8×(5+2)=(8×5)+(8×2)=40+16=56.(Distributiveproperty.)

3.OA.7Fluentlymultiplyanddividewithin100,usingstrategiessuchastherelationshipbetweenmultiplicationanddivision(e.g.,knowingthat8×5=40,oneknows40÷5=8)orpropertiesofoperations.BytheendofGrade3,knowfrommemoryallproductsoftwoone‐digitnumbers.

3.OA.8Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.(Thisstandardislimitedtoproblemsposedwithwholenumbersandhavingwhole‐numberanswers;studentsshouldknowhowtoperform

operationsintheconventionalorderwhentherearenoparenthesestospecifyaparticularorder,i.e.,OrderofOperations.)

3.OA.9Identifyarithmeticpatterns(includingpatternsintheadditiontableormultiplicationtable),andexplainthemusingpropertiesofoperations.Forexample,observethat4timesanumberisalwayseven,andexplainwhy4timesanumbercanbedecomposedinto

twoequaladdends.

Useplacevalueunderstandingandpropertiesofoperationstoperformmulti‐digitarithmetic.(Arangeofalgorithmsmaybeused.)

3.NBT.3Multiplyone‐digitwholenumbersbymultiplesof10intherange10–90(e.g.,9×80,5×60)usingstrategiesbasedonplacevalueandpropertiesofoperations

3.MD.5Recognizeareaasanattributeofplanefiguresandunderstand

FoundationsforUnderstandingArea

ConceptsofAreaMeasurement

Understandareaasanattributeofplanefigures.

Decomposeandrecomposeshapestocompareareas.

EngageNY

Module3.4

Exittickets

Midandendofmoduleassessments

conceptsofareameasurement.

a.Asquarewithsidelength1unit,called“aunitsquare,”issaidtohave“onesquareunit”ofarea,andcanbeusedtomeasurearea.

b.Aplanefigurewhichcanbecoveredwithoutgapsoroverlapsbynunitsquaresissaidtohaveanareaofnsquareunits.

3.MD.6Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits).

ArithmeticPropertiesUsingArea

ApplicationsofAreaUsingSideLengthsofFigures

Modeltilingwithcentimeterandinchunitsquaresasastrategytomeasurearea.

Formrectanglesbytilingwithunitsquarestomakearrays.

Drawrowsandcolumnstodeterminetheareaofarectanglegivenanincompletearray.

Interpretareamodelstoformrectangulararrays.

Findtheareaofarectanglethroughmultiplicationofthesidelengths.

Analyzedifferentrectanglesandreasonabouttheirarea.

Applythedistributivepropertyasastrategytofindthetotalareaofalargerectanglebyaddingtwoproducts.

Demonstratethepossiblewholenumbersidelengthsof

3.MD.7Relateareatotheoperationsofmultiplicationandaddition.

a.Findtheareaofarectanglewithwhole‐numbersidelengthsbytilingit,andshowthattheareaisthesameaswouldbefoundbymultiplyingthesidelengths.

b.Multiplysidelengthstofindareasofrectangleswithwhole‐numbersidelengthsinthecontextofsolvingrealworldandmathematicalproblems,andrepresentwhole‐numberproducts

rectangleswithareasof24,36,48,or72squareunitsusingtheassociative

Solvewordproblemsinvolvingarea.

Findareasbydecomposingintorectanglesorcompletingcompositefigurestoformrectangles.

asrectangularareasinmathematicalreasoning.

c.Usetilingtoshowinaconcretecasethattheareaofarectanglewithwhole‐numbersidelengthsaandb+cisthesumofa×banda×c.Useareamodelstorepresentthedistributivepropertyinmathematicalreasoning.

d.Recognizeareaasadditive.Findareasofrectilinearfiguresbydecomposingthemintonon‐overlappingrectanglesand

addingtheareasofthenon‐overlappingparts,applyingthistechniquetosolverealworldproblems.



Quarter 3


Content/Concept: What students should know


Resources Major Assessments

3.NF.1Understandafraction1/basthequantityformedby1partwhenawholeispartitionedintobequalparts;understandafractiona/basthequantityformedbyapartsofsize1/b. 3.NF.2Understandafractionasanumberonthenumberline;representfractionsonanumberlinediagram.a.Representafraction1/bonanumberlinediagrambydefiningtheintervalfrom0to1asthewholeandpartitioningitintobequalparts.Recognizethateachparthassize1/bandthattheendpointofthepartbasedat0locatesthenumber1/bonthenumberline.

PartitioningaWholeintoEqualParts

UnitFractionsandTheirRelationtotheWhole

ComparingUnitFractionsandSpecifyingtheWhole

FractionsontheNumberLine

EquivalentFractions

Comparison,Order,andSizeofFractions

PartitioningaWholeintoEqualParts:

Specifyandpartitionawholeintoequalparts,identifyingandcountingunitfractionsusingconcretemodels

Specifyandpartitionawholeintoequalparts,identifyingandcountingunitfractionsbyfoldingfractionstrips

Specifyandpartitionawholeintoequalparts,identifyingandcountingunitfractionsbydrawingpictorialareamodels

Representandidentifyfractionalpartsofdifferentwholes

UnitFractionsandTheirRelationtotheWhole:

EngageNY:Module5


Fractionsstrips

Flashcards

Websites

Exittickets


b.Representafractiona/bonanumberlinediagrambymarkingoffalengths1/bfrom0.Recognizethattheresultingintervalhassizea/bandthatitsendpointlocatesthenumbera/bonthenumberline. 3.NF.3Explainequivalenceoffractionsinspecialcases,andcomparefractionsbyreasoningabouttheirsize.a. Understandtwofractionsasequivalent(equal)iftheyarethesamesize,orthesamepointonanumberline.

b. Recognizeandgeneratesimpleequivalentfractions,e.g.,1/2=2/4,4/6=2/3.Explainwhythefractionsareequivalent,e.g.,byusingavisualfractionmodel.

c. Expresswholenumbersasfractions,andrecognizefractionsthatareequivalenttowholenumbers.Examples:Express3intheformof3=3/1;recognizethat6/1=6;locate4/4and1atthesamepointofanumberlinediagram.

Partitionawholeintoequalpartsanddefinetheequalpartstoidentifytheunitfractionnumerically

Buildnon‐unitfractionslessthanonewholefromunitfractions

Identifyandrepresentshadedandnon‐shadedpartsofonewholeasfractions

Representpartsofonewholeasfractionswithnumberbonds

Buildandwritefractionsgreaterthanonewholeusingunitfractions

ComparingUnitFractionsandSpecifyingtheWhole:

Compareunitfractionsbyreasoningabouttheirsizeusingfractionstrips

Compareunitfractionswithdifferent‐sizedmodelsrepresentingthewhole

Specifythecorrespondingwholewhenpresentedwithoneequalpart

Identifyashadedfractionalpartindifferentwaysdependingonthedesignationofthewhole

d. Comparetwofractionswiththesamenumeratororthesamedenominatorbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.

3.G.2Partitionshapesintopartswithequalareas.Expresstheareaofeachpartasaunitfractionofthewhole.Forexample,partitionashapeinto4partswithequalarea,anddescribetheareaofeachpartas1/4oftheareaoftheshape.

FractionsontheNumberLine:

Placeunitfractionsonanumberlinewithendpoints0and1

Placeanyfractiononanumberlinewithendpoints0and1

Placewholenumberfractionsandfractionsbetweenwholenumbersonthenumberline

Practiceplacingvariousfractionsonthenumberline

Comparefractionsandwholenumbersonthenumberlinebyreasoningabouttheirdistancefrom0

Understanddistanceandpositiononthenumberlineasstrategiesforcomparingfractions

EquivalentFractions:

Recognizeandshowthatequivalentfractionshavethesamesize,thoughnotnecessarilythesameshape

Recognizeandshowthatequivalentfractionsrefertothesamepointonthenumberline

Generatesimpleequivalentfractionsbyusingvisual

fractionmodelsandthenumberline

Expresswholenumbersasfractionsandrecognizeequivalencewithdifferentunits

Expresswholenumberfractionsonthenumberlinewhentheunitintervalis1

Decomposewholenumberfractionsgreaterthan1usingwholenumberequivalencewithvariousmodels

Explainequivalencebymanipulatingunitsandreasoningabouttheirsize

Comparison,Order,andSizeofFractions:

Comparefractionswiththesamenumeratorpictorially

Comparefractionswiththesamenumeratorusing<,>,or=,anduseamodeltoreasonabouttheirsize

Partitionvariouswholespreciselyintoequalpartsusinganumberlinemethod

3.MD.3Drawascaledpicturegraphandascaledbargraphtorepresentadatasetwithseveralcategories.Solveone‐andtwo‐step“howmanymore”and“howmanyless”problemsusinginformationpresentedinscaledbargraphs.Forexample,drawabargraphinwhicheachsquareinthebargraphmightrepresent5pets.

GenerateandAnalyzeCategoricalData

GenerateandAnalyzeCategoricalData:

Generateandorganizedata Rotatetapediagrams

vertically Createscaledbargraphs Solveone‐andtwo‐step

problemsinvolvinggraphs

EngageNY:Module6


Flashcards

Websites

Exittickets




Quarter 4


Content/Concept: What students should know


Resources

Major Assessments

3.MD.4Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,wherethehorizontalscaleismarkedoffinappropriateunits—wholenumbers,halves,orquarters.

GenerateandAnalyzeMeasurementData

GenerateandAnalyzeMeasurementData:

Createrulerwith1‐inch,1/2inch,and1/4inchintervals,andgeneratemeasurementdata

Interpretmeasurementdatafromvariouslineplots

Representmeasurementdatawithlineplots

Analyzedatatoproblemsolve

EngageNY:Module6


Flashcards

Websites

Exittickets


3.OA.8Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.(This

SolvingWordProblems

AttributesofTwo‐DimensionalFigures

ProblemSolvingwithPerimeter

RecordingPerimeterandAreaDataonLinePlots

SolvingWordProblems: Solvewordproblemsin

variedcontextsusingalettertorepresenttheunknown

Shareandcritiquepeersolutionstrategiestovariedwordproblems

EngageNY:Module7


Variouscircularobjects

Yarn

Exittickets


standardislimitedtoproblemsposedwithwholenumbersandhavingwhole‐numberanswers;studentsshouldknowhowtoperformoperationsintheconventionalorderwhentherearenoparenthesestospecifyaparticularorder[OrderofOperations]).3.MD.4Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,wherethehorizontalscaleismarkedoffinappropriateunits—wholenumbers,halves,orquarters. 3.MD.8Solverealworldandmathematicalproblemsinvolvingperimetersofpolygons,includingfindingtheperimetergiventhesidelengths,findinganunknownsidelength,andexhibitingrectangleswiththesameperimeteranddifferentareasorwiththesameareaanddifferentperimeters.

ProblemSolvingwithPerimeterandArea

AttributesofTwo‐DimensionalFigures

Compareandclassifyquadrilaterals

Compareandclassifyotherpolygons

Drawpolygonswithspecifiedattributestosolveproblems

Reasonaboutcomposinganddecomposingpolygonsusingtetrominoes

Createatangrampuzzleandobserverelationshipsamongtheshapes

Reasonaboutcomposinganddecomposingpolygonsusingtangrams

ProblemSolvingwithPerimeter:

Decomposequadrilateralstounderstandperimeterastheboundaryofashape

Tessellatetounderstandperimeterastheboundaryofashape

Measuresidelengthsinwholenumberunitstodeterminetheperimeterofpolygons

Rulers

Flashcards

Websites

3.G.1Understandthatshapesindifferentcategories(e.g.,rhombuses,rectangles,andothers)mayshareattributes(e.g.,havingfoursides),andthatthesharedattributescandefinealargercategory(e.g.,quadrilaterals).Recognizerhombuses,rectangles,andsquaresasexamplesofquadrilaterals,anddrawexamplesofquadrilateralsthatdonotbelongtoanyofthesesubcategories.

Exploreperimeterasanattributeofplanefiguresandsolveproblems

Determinetheperimeterofregularpolygonsandrectangleswhenwholenumbermeasurementsaremissing

Solvewordproblemstodetermineperimeterwithgivensidelengths

Usestringtomeasuretheperimeterofvariouscirclestothenearestquarterinch

Useallfouroperationstosolveproblemsinvolvingperimeterandmissingmeasurements

RecordingPerimeterandAreaDataonLinePlots:

Constructrectanglesfromagivennumberofunitsquaresanddeterminetheperimeters

Usealineplottorecordthenumberofrectanglesconstructedfromagivennumberofunitsquares

Constructrectangleswithagivenperimeterusingunitsquaresanddeterminetheirareas

Usealineplottorecordthenumberofrectanglesconstructed

ProblemSolvingwithPerimeterandArea

Solveavarietyofwordproblemswithperimeter

Solveavarietyofwordproblemsinvolvingareaandperimeter

marlboro central school district – k ‐5 …...math understand equal groups of as multiplication...

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