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1

Mathematics

INTERVENTIONCOMMON CORE

Standards Plus® Grade

3

SAMPLER

INTERVENTIONCOMMON CORE

Standards Plus®

Available for Grades 1-8 Language Arts and Math

Great for: Small Group Instruction

Summer School ProgramsAfter School Programs

Special Ed - Academic IEP Goals

Mathematics

INTERVENTION

COMMON CORE

Standards Plus®

TEACHER EDITION A/B

Grade

3A/B

Topics:Operations & Algebraic ThinkingNumber & Operations - Fractions

Scaffolded lessons written to the Common Core Language Arts and Mathematics Standards.

Includes:

• Pre- and Post- Assessments for each set of instruction on a topic or idea

• Step-by-step direct instruction lessons that support student mastery of grade level standards

• Performance Tasks that provide students opportunities to apply their learning

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3

8+ Performance Tasks DOK 3-4

Students deepen and apply their skills

100+ Intervention LessonsDOK 1-2-3

Pre-AssessmentsUse assessment results to identify

and group students that need intervention

Scaffolded Intervention Lessons

Students learn the prerequisite skills necessary for the mastery

of grade-level standards

Post-Assessments

Administer a post-assessment to validate student progress

Standards Plus Intervention Includes

4 www.standardsplus.org - 1.877.505.9152 © 2016 Learning Plus Associates

Ready-To-Teach Direct Instruction Lessons

Standards Plus Intervention lessons are written in the Direct Instruction format because it is the most effective

research-based instructional delivery model and it is proven to increase student achievement.

Standards Plus Intervention works because teachers teach every lesson

Standards Plus® Common Core Intervention is not licensed for duplication. Copying is illegal. © 2014 Learning Plus Associates

Teacher Lesson Plan

124

Standards Plus® – Common Core Intervention Mathematics – Grade 3Domain: Number & Operations – Fractions Focus: Equivalent Fractions Lesson: # 12

Lesson Objective: Identify and represent equivalent fractions. Introduction: Today students will learn about equivalent fractions. Instruction: “We have learned how to show fractions as part of the whole and fractions as part of a group. We have also learned about fractions that are equal to one. Today we will learn about fractions that are equivalent. Equivalent means that the fractions represent the same size and shape. At the top of the page, we see two squares. They are the same size and shape. The square on the left is divided into two parts. When we divide a shape into two equal parts, we have halves. The fraction next to the square is one‐half. There is one part shaded to show one‐half. The square on the right is divided into four parts. When a shape is divided into four equal parts, we have fourths. The fraction next to the square is two‐fourths. There are two parts shaded to show two‐fourths. Even though the square is divided into a different number of parts, the area that is shaded is the same size and shape, so they are equivalent.” Guided Practice: “Today we will shade to show equivalent fractions. Look at the example. It shows two circles. The circle on the left is divided into eight parts. The circle on the right is divided into four parts. Are the circles the same shape and size? (Discuss.) Because the circles are the same shape and size, we can use them to show equivalent fractions. The fraction on the left says six‐eighths. How many parts should we shade? (6) Let’s shade six parts. (Pause.) The fraction on the right should be equivalent to the fraction on the left. Let’s shade to see. The fraction on the right is three‐fourths. How many parts will we shade? (3) Shade three parts. (Pause.) Notice that we shaded areas that were the same size and shape, so six‐eighths and three‐fourths are equivalent.” Independent Practice: “You will shade to show equivalent fractions two more times today.” Review: After 5 minutes, review the answers. Shade as a model for the students to check their work. Elicit student responses on how to say each fraction name. Emphasize the th in each denominator to ensure that students hear it. Closure: “Today you shaded to show equivalent fractions.” Answers: 1. Three parts shaded; one part shaded

2. Two parts shaded; four parts shaded

St. Ed. Pg. B-20

Introduction

Instruction

Guided Practice

IndependentPractice

Review &Closure


5

Using Standards Plus Intervention

1.  Use assessment results to identify students that need intervention

2.  If students are assessed online, our Standards Plus Platform will automatically group them for intervention lessons

3.  If students are assessed using print:• login on the dashboard• select intervention lessons • select topic • download lessons

4.  Teach direct instruction intervention lessons that scaffold the instruction of skills necessary for mastery of grade level standards

5.  Administer a post-assessment to validate student progress

Intervention Program

To access Intervention lessons:

Intervention Program

13

The entire Standards Plus Intervention Program is included as downloadable PDFs with your Standards Plus Program

Using Standards Plus Intervention Lessons: 1. Use assessment results to identify and group students that need intervention

2. Assign appropriate intervention lessons

3. Teach direct instruction intervention lessons that scaffold the instruction of skills necessary for mastery of grade level standards

4. Administer a post-assessment to validate student progress

5. Use performance tasks to provide students with opportunities to apply their learning.


WHY STANDARDS PLUS INTERVENTIONINCREASES STUDENT ACHIEVEMENT

Students are provided the prerequisite skills necessary for mastery of grade level standards

Teachers:Teachers are the most important factor in student learning. That’s why every Standards Plus lesson is directly taught by a teacher.

Direct Instruction format:“Direct Instruction is a proven method of instruction that fosters the most significant gains in student achievement and results in deep and enduring understanding of the concept.” (Peladeau, Forget & Gagne, 2003).

Discrete learning targets:Each lesson has a clear learning objective, providing easily understood instruction which allows students to learn and retain the information in their long term memory.

Multiple exposures to prerequisite standards/skills: Each standard/skill is broken down and presented in multiple scaffolded lessons providing multiple opportunities to practice and develop a deep understanding of a specific skill allowing for long term retention.

Immediate feedback:“The most powerful single modification that enhances achievement is feedback.” (John Hattie, 1992)Every lesson provides immediate feedback to the students.

www.standardsplus.org • 1-877-505-9152


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Standards Plus® Common Core Intervention – Mathematics – Grade 3 Domain Lesson Focus Standard(s) References TE pg St. Ed. pg DOK

Operatio

ns & Algebraic Thinking

Pre-‐1 Pre-‐Assessment-‐Multiplication 3.OA.1, 3. OA.5, 3. OA.7, 3. OA.9

16 A-‐3

1-‐2

1 Commutative Property of Multiplication

Prerequisite skills and scaffolded instruction to build readiness for grade level standards

and instruction.

18 A-‐4

2 Associative Property of Multiplication 20 A-‐5

3 Skip Counting – by 2s 22 A-‐6

4 Skip Counting – by 5s and 10s 24 A-‐7

5 Multiplication Facts: 2s 26 A-‐8

6 Multiplication Facts: 5s and 10s 28 A-‐9

7 Multiplication Facts 30 A-‐10

8 Multiplication Facts 32 A-‐11

9 Multi-‐Digit Multiplication 34 A-‐12



P1 Performance Lesson #1 – How to Multiply – (3.OA.7) 40 A-‐15 3

Post-‐1 Post-‐Assessment-‐ Multiplication 3.OA.1, 3. OA.5, 3. OA.7, 3. OA.9

42 A-‐16 1-‐2

Pre-‐2 Pre-‐Assessment-‐Multiplication & Division in Context 3.OA.2, 3.OA.3, 3.OA.7 44 A-‐17

1-‐2

12 Division Facts Prerequisite skills and scaffolded instruction to build readiness for grade level standards

and instruction.

46 A-‐18

13 Division Facts 48 A-‐19

14 Division 50 A-‐20

15 Multiplication in Context 52 A-‐21

16 Division in Context 54 A-‐22

17 Multiple Operations in Context 56 A-‐23

P2 Performance Lesson #2 – Writing Word Problems (3.OA.3, 3.OA.7) 58 A-‐24 3 Post-‐2 Post-‐Assessment-‐ Multiplication & Division in Context 3.OA.2, 3.OA.3, 3.OA.7 60 A-‐25 1-‐2

Pre-‐3 Pre-‐Assessment-‐Representing & Solving Problems 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6, 3.OA.8

62 A-‐27

1-‐2

18 Determining the Operation


and instruction.

64 A-‐28

19 Determining the Operation 66 A-‐29

20 Determining the Operation 68 A-‐30

21 Writing Equations 70 A-‐31

22 Writing Equations 72 A-‐32

23 Using Unit Conversions 74 A-‐33

24 Using Unit Conversions 76 A-‐34

25 Determining Total Cost 78 A-‐35

26 Determining Total Cost 80 A-‐36

P3 Performance Lesson #3 – Writing Equations (3.OA.1, 3.OA.2, 3.OA.7, 3.OA.8) 82 A-‐37 3

Post-‐3 Post-‐Assessment-‐ Representing & Solving Problems 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6, 3.OA.8

84 A-‐38 1-‐2

Common Core Standards Plus® is not licensed for duplication. Copying is illegal.© 2013 Learning Plus Associates

Resources

3

Standards Plus Intervention - Math Grade 3 Lesson Index



Num

ber &

Operatio

ns – Fractions

Pre-‐4 Pre-‐Assessment-‐Representing Fractions 3.NF.1, 3.NF.2, 3.NF.2a, 3.NF.3c

92 B-‐3

1-‐2

1 Identify and Write Fractions to


and instruction.

94 B-‐4

2 Part of the Group 96 B-‐5



5 Part of the Whole 102 B-‐8


7 Equal to One 106 B-‐10


9 Fraction Models 110 B-‐12

10 Finding Fractions on a Number Line 112 B-‐13


P4 Performance Lesson #4 – Models of Fractions (3.NF.1, 3.NF.3c) 116 B-‐15-‐16 3

Post-‐4 Post-‐Assessment-‐Representing Fractions 3.NF.1, 3.NF.2, 3.NF.2a, 3.NF.3c

120 B-‐17 1-‐2

Pre-‐5 Pre-‐Assessment-‐Equivalent Fractions & Compare Fractions 3.NF.1, 3.NF.3, 3.NF.3a-‐b, d 122 B-‐19

1-‐2

12 Equivalent Fractions


and instruction.

124 B-‐20

13 Equivalent Fractions 126 B-‐21



16 Comparing Fractions 132 B-‐24




P5 Performance Lesson #5 – Compare Fractions with Models (3.NF.1, 3.NF.3, 3.NF.3d) 140 B-‐28-‐29 3

Post-‐5 Post-‐Assessment-‐Equivalent Fractions & Compare Fractions 3.NF.1, 3.NF.3, 3.NF.3a-‐b, d 144 B-‐30 1-‐2

Common Core Standards Plus® is not licensed for duplication. Copying is illegal. © 2013 Learning Plus Associates

Resources

4



9

Standards Plus® Common Core Intervention – Mathematics – Grade 3

Domain Lesson Focus Standard(s) References TE pg St. Ed. pg DOK

Num

ber &

Ope

ratio

ns in

Bas

e Te

n

Pre-‐6 Pre-‐Assessment-‐Rounding, Add & Subtract 3.NBT.1, 3.NBT.2 14 C-‐3

1-‐2

1 Round to the Nearest 10


and instruction.

16 C-‐4

2 Round to the Nearest 100 18 C-‐5

3 Fact Families 20 C-‐6

4 Fact Families 22 C-‐7

5 Multi-‐Digit Addition 24 C-‐8

6 Adding Whole Numbers 26 C-‐9

7 Multi-‐Digit Addition 28 C-‐10

1-‐2



10 Multi-‐Digit Subtraction 34 C-‐13

11 Subtracting Whole Numbers 36 C-‐14

12 Multi-‐Digit Subtraction 38 C-‐15



P6 Performance Lesson #6 – Addition & Subtraction (3.NBT.2) 44 C-‐18 3 Post-‐6 Post-‐Assessment-‐ Rounding, Add & Subtract 3.NBT.1, 3.NBT.2 46 C-‐19 1-‐2

Geo

met

ry

Pre-‐7 Pre-‐Assessment-‐Shapes & Their Attributes 3.G.1 52 C-‐21

1-‐2

1 Triangles, Rectangles, Squares, Circles


and instruction.

54 C-‐22

2 Identify & Classify Polygons 56 C-‐23

3 Identify & Classify Polygons 58 C-‐24

4 Attributes of Polygons 60 C-‐25

5 Attributes of Polygons 62 C-‐26

6 Classifying Quadrilaterals 64 C-‐27

7 Classifying Quadrilaterals 66 C-‐28

8 Attributes of Quadrilaterals 68 C-‐29



P7 Performance Lesson #7 – It’s Classified (3.G.1) 74 C-‐32 3 Post-‐7 Post-‐Assessment-‐ Shapes & Their Attributes 3.G.1 76 C-‐33 1-‐2

Common Core Standards Plus® is not licensed for duplication. Copying is illegal.© 2013 Learning Plus Associates

Resources

3



Standards Plus® Common Core Intervention – Mathematics – Grade 3

Domain Lesson Focus Standard(s) References TE pg St. Ed. pg DOK

Mea

sure

men

t & D

ata

Pre-‐8 Pre-‐Assessment-‐Time 3.MD.1 84 D-‐3

1-‐2

1 Telling Time to the Hour


and instruction.

86 D-‐4

2 Telling Time to the Half Hour 88 D-‐5

3 Telling Time to the Quarter Hour 90 D-‐6

4 Telling Time to the Quarter Hour 92 D-‐7

5 Telling Time to Five Minute Intervals 94 D-‐8

6 Telling Time to Five Minute Intervals 96 D-‐9

7 Determining Intervals of Time 98 D-‐10

8 Determining Intervals of Time 100 D-‐11

9 Elapsed Time 102 D-‐12

P8 Performance Lesson #8 – How Long Does It Take? – (3.MD.1) 104 D-‐13 3 Post-‐8 Post-‐Assessment-‐Time 3.MD.1 106 D-‐14 1-‐2

Pre-‐9 Pre-‐Assessment-‐Data 3.MD.3 108 D-‐15

1-‐2

10 Read and Interpret a Bar Graph


and instruction.

110 D-‐16

11 Data from a Bar Graph 112 D-‐17

12 Data from a Bar Graph 114 D-‐18

13 Read & Interpret a Tally Chart 116 D-‐19

14 Data from a Tally Chart 118 D-‐20

15 Data from a Tally Chart 120 D-‐21

16 Displaying Data 122 D-‐22

17 Displaying Data 124 D-‐23

P9 Performance Lesson #9 – Analyze & Record Data (3.MD.3) 126 D-‐24 3 Post-‐9 Post-‐Assessment-‐Data 3.MD.3 128 D-‐25 1-‐2

Pre-‐10 Pre-‐Assessment-‐Length, Perimeter, & Area 3.MD.4-‐3.MD.8 130 D-‐27

1-‐2

18 Measuring Length


and instruction.

132 D-‐28

19 Determining Length 134 D-‐29

20 Determining Length 136 D-‐30

21 Determining Perimeter 138 D-‐31

22 Determining Perimeter 140 D-‐32

23 Determining Area 142 D-‐33



P10 Performance Lesson #10 – Relating Area & Perimeter (3.MD.4, 3.MD.5, 3.MD.6, 3.MD.7) 148 D-‐36 3 Post-‐10 Post-‐Assessment-‐Length, Perimeter, & Area 3.MD.4-‐3.MD.8 150 D-‐37 1-‐2


Resources

4



11

Sample Lessons Included in this Booklet


Num

ber &

Operatio

ns – Fractions


92 B-‐3

1-‐2



and instruction.

94 B-‐4













120 B-‐17 1-‐2


1-‐2



and instruction.

124 B-‐20











Resources

4


Num

ber &

Operatio

ns – Fractions


92 B-‐3

1-‐2



and instruction.

94 B-‐4













120 B-‐17 1-‐2


1-‐2



and instruction.

124 B-‐20











Resources

4

Num

ber &

Ope

ratio

ns –

Fra

ction

s


Pre-Assessment - Teacher Lesson Plan - Sample


Teacher Lesson Plan

122

Standards Plus® – Common Core Intervention Mathematics – Grade 3 Domain: Number & Operations ‐ Fractions Focus: Equivalent Fractions & Compare Fractions Pre‐Assessment: 5

Procedure: Each intervention assessment is designed to be completed independently by the students. Read the directions aloud, and ensure that students understand how to mark their answer choices. Review: Review the correct answers with students as soon as they are finished.

Answers: 1. 1 part shaded on the left; 2 parts shaded on the right. 2. 3 parts shaded in both figures. Answers may vary: They

are not equivalent because the size and shape of the triangles are different.

3. >; 7 parts shaded in both figures. 4. <; 3 parts shaded on the left; 4 parts shaded on the right. 5. =; 2 parts shaded in both figures.

St. Ed. Pg. B-19


13

Pre-Assessment - Student Page - Sample


Student Page

123

Standards Plus® – Common Core Intervention Mathematics – Grade 3 Domain: Number & Operations ‐ Fractions Focus: Equivalent Fractions & Compare Fractions Pre‐Assessment: 5

Directions: Shade to show equivalent fractions. 1.

13

26

Directions: Shade to show each fraction. Explain why they are not equivalent on the lines below.

2.

38

34

Directions: Shade to show each fraction. Use >, =, or < to compare the fractions. Write the symbol on the line.

3.

79 _______

712

4.

34 _______

44

5.

27 _______

27

0



Teacher Lesson Plan

124


Lesson Objective: Identify and represent equivalent fractions. Introduction: Today students will learn about equivalent fractions. Instruction: “We have learned how to show fractions as part of the whole and fractions as part of a group. We have also learned about fractions that are equal to one. Today we will learn about fractions that are equivalent. Equivalent means that the fractions represent the same size and shape. At the top of the page, we see two squares. They are the same size and shape. The square on the left is divided into two parts. When we divide a shape into two equal parts, we have halves. The fraction next to the square is one‐half. There is one part shaded to show one‐half. The square on the right is divided into four parts. When a shape is divided into four equal parts, we have fourths. The fraction next to the square is two‐fourths. There are two parts shaded to show two‐fourths. Even though the square is divided into a different number of parts, the area that is shaded is the same size and shape, so they are equivalent.” Guided Practice: “Today we will shade to show equivalent fractions. Look at the example. It shows two circles. The circle on the left is divided into eight parts. The circle on the right is divided into four parts. Are the circles the same shape and size? (Discuss.) Because the circles are the same shape and size, we can use them to show equivalent fractions. The fraction on the left says six‐eighths. How many parts should we shade? (6) Let’s shade six parts. (Pause.) The fraction on the right should be equivalent to the fraction on the left. Let’s shade to see. The fraction on the right is three‐fourths. How many parts will we shade? (3) Shade three parts. (Pause.) Notice that we shaded areas that were the same size and shape, so six‐eighths and three‐fourths are equivalent.” Independent Practice: “You will shade to show equivalent fractions two more times today.” Review: After 5 minutes, review the answers. Shade as a model for the students to check their work. Elicit student responses on how to say each fraction name. Emphasize the th in each denominator to ensure that students hear it. Closure: “Today you shaded to show equivalent fractions.” Answers: 1. Three parts shaded; one part shaded

2. Two parts shaded; four parts shaded

St. Ed. Pg. B-20NOF - Teacher Lesson Plan - Sample


15Standards Plus® Common Core Intervention is not licensed for duplication. Copying is illegal.

© 2014 Learning Plus Associates

Student Page

125


12

24

Example: 68

34

Directions: Shade to show each fraction.

1.

36

12

2.

25

410

NOF - Student Page - Sample


This Lesson Set Scaffolds Instruction for the following Grade 3

Numbers & Operations Fractions Standards...

The lesson set provides students multiple exposures

to prerequisite skills and grade level skills. This

guides learners toward the mastery of these

grade level standards.

3.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.

3.NF.3 - Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.3a - Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.3b - Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

3.NF.3d - Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclu-sions, e.g., by using a visual fraction model.


17

The Lessons Scaffold instruction for standards 3.NF.1, 3.NF.3, 3.NF.3a, 3.NF.3b, 3.NF.3d

Prerequisite Skills

Grade Level Skills

LESSONS12-13 LESSON

14

Identify and represent equivalent fractions.

LESSON OBJECTIVE:LESSON OBJECTIVE:Identify and

represent equivalent

fractions that are

equal to one.

LESSONS16-19LESSON

15

LESSON OBJECTIVE:LESSON OBJECTIVE:

Explain why given fractions are not

equivalent.

Demonstrate the ability

to use the symbols

<, >, = to compare

fractions.

InstructionStarts Here


Post-Assessment - Teacher Lesson Plan - Sample


Teacher Lesson Plan

144

Standards Plus® – Common Core Intervention Mathematics – Grade 3 Domain: Number & Operations ‐ Fractions Focus: Equivalent Fractions & Compare Fractions Post‐Assessment: 5

Procedure: Each intervention assessment is designed to be completed independently by the students. Read the directions aloud, and ensure that students understand how to mark their answer choices. Review: Review the correct answers with students as soon as they are finished.

Answers: 1. 5 part shaded on the left; 10 parts shaded on the right. 2. 3 parts shaded in both figures. Answers may vary: They

are not equivalent because the size of the rectangles is different.

3. =; 5 parts shaded in both figures. 4. >; 7 parts shaded on the left; 1 part shaded on the right. 5. <; 2 parts shaded in both figures.

St. Ed. Pg. B-30


19

Post-Assessment - Student Page - Sample


Student Page

145

Standards Plus® – Common Core Intervention Mathematics – Grade 3 Domain: Number & Operations ‐ Fractions Focus: Equivalent Fractions & Compare Fractions Post‐Assessment: 5

Directions: Shade to show equivalent fractions. 1.

56

1012

Directions: Shade to show each fraction. Explain why they are not equivalent on the lines below.

2.

35

37

Directions: Shade to show each fraction. Use >, =, or < to compare the fractions. Write the symbol on the line.

3.

511 _______

511

4.

78 _______

18

5.

29 _______

23


Standards Plus® Common Core Interventi on – Mathemati cs – Grade 3Number & Operati ons - Fracti ons Performance Task #5


Teacher Lesson Plan

140

Standards Plus® Common Core Intervention Mathematics – Grade 3Number and Operations – Fractions Performance Task #5

Lesson Objective: The students will draw models of fractions to compare them.

Instruction: “Today you will draw models of fractions. Then you will compare each pair of fractions using less than, equal to, and greater than.”

Guided Practice: Point out the fractions for one‐fourth and five‐eighths on the student page. “We need to have two models that are the exact same size overall. We will divide one of the models into four equal parts. We will divide the other model into eight equal parts. Since we have a square, we can draw a vertical line to divide the square in half. Then we can draw a horizontal line to divide the square into fourths. Now we have fourths. Let’s shade one of the fourths to show one‐fourth. Look at the second square. We need to divide it into eighths. We can draw a vertical line and a horizontal line to make fourths. Then we can draw two more lines. We can draw two more vertical lines to split the fourths into eighths. We can draw two horizontal lines to split the fourths into eighths. We can also draw two diagonal lines to split the fourths into eighths. I will draw diagonal lines from corner to corner to make this square show eighths. Let’s shade five of the eighths to show five‐eighths. Now we need to compare the fractions. Is one‐fourth less than, equal to, or greater than five‐eighths?” Use the less than (<) symbol to show that one‐fourth is less than five‐eighths.

Independent Practice: “You will draw lines to show each of the given fractions. Shade to show each fraction. Then compare them. Write the comparison sign (<, =, >) to show how the two fractions compare. For number three, you will need to draw the models yourself. Make them as close to the same size as you can. You may want to use a ruler to help you.”

Review: Review together as a class.

St. Ed. Pg. B-28-29Performance Task - Teacher Lesson Plan - Sample


21



Student Page 1 of 2

141


> < = greater than less than equal to

14 ___________

58

1. 15 ___________

115


Student Page 2 of 2

142


2. 46 ___________

56

3. 23 ___________

49


Performance Task - Student Pages - Sample


“We have used Standards Plus Intervention for re-teaching in small groups, after-school intervention groups, English Learner Support groups

and Intervention groups during the school day. I love these materials because they offer additional lessons and re-teaching

guidance to help all students (even struggling students) obtain mastery.

Many of the students really took off academically. Several are on the Honor Roll as 6th and 7th graders and when asked, the students believe Standards Plus

Intervention /Re-Teach was the reason. Standards Plus is the best thing that has happened to my school! ”

- Academic Coach/Literacy Specialist,Lemonwood Elementary, Oxnard SD

The 140 teachers using Standards Plus Common Core Intervention in our district program are very happy with the materials.

We also appreciate all of the attention Standards Plus has given our district over the years. Our students will be

the ones who benefit.

- Coordinator of Educational Options, Ceres USD

What educators are saying aboutStandards Plus Intervention


23

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Grade Language Arts A/B Topics Language Arts C/D Topics

1 Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, Vocabulary, and Reading Foundational Skills


Capitalization, Punctuation, Spelling, Grammar & Usage, Vocabulary, and Reading Foundational Skills


Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary











Grade Mathematics A/B Topics Mathematics C/D Topics

1 Operations & Algebraic Thinking andNumber & Operations in Base 10

Measurement & Data andGeometry

2 Operations & Algebraic Thinking andNumber & Operations in Base 10

Measurement & Data andGeometry

3 Operations & Algebraic Thinking andNumber & Operations – Fractions

Number & Operations in Base 10, Measurement & Data, and Geometry

4 Number & Operations in Base 10 andNumber & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

5 Number & Operations in Base 10 andNumber & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

6 Ratios & Proportional Relationships, The Number System, and Statistics & Probability

Expressions & Equations and Geometry

7 Ratios & Proportional Relationships, The Number System, and Expressions & Equations

Statistics & Probability and Geometry

8 Functions, The Number System, andExpressions & Equations

Statistics & Probability and Geometry

INTERVENTIONCOMMON COREStandards Plus®

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