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Scott Foresman-Addison WesleyenVisionMATH, Florida Edition,

Grades K-5 (Title ID: 1509) © 2011

C O R R E L A T E D T O

Elementary Mathematics (Course Number 5020000; Intended Grade Level K-5)

G r a d e s K - 5

SUBJECT: GRADE LEVEL: COURSE TITLE: COURSE CODE: SUBMISSION TITLE:TITLE ID:PUBLISHER: PUBLISHER ID:

BENCHMARK CODE BENCHMARKS DEPTH OF KNOWLEDGE

PAGES OR LOCATIONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN

MAJOR TOOLI/M*

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MA.K.A.1.1 Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives.

Moderate SE: 35 – 36 (Lesson 3-1), 37 – 38 (Lesson 3–2), 39 – 40 (Lesson 3–3), 41 – 42 (Lesson 3–4), 43 – 44 (Lesson 3–5), 45 – 46 (Lesson 3–6), 47 – 48 (Lesson 3–7), 49 – 50 (Lesson 3–8), 51 – 52 (Lesson 3–9), 53 – 54 (Lesson 3–10), 56 (Reteaching Sets A, B), 75 – 76 (Lesson 5–1), 77 – 78 (Lesson 5–2), 79 – 80 (Lesson 5–3), 81 – 82 (Lesson 5–4), 83 – 84 (Lesson 5–5), 85 – 86 (Lesson 5–6), 87 – 88 (Lesson 5–7), 89 – 90 (Lesson 5–8), 91 – 92 (Lesson 5–9), 93 – 94 (Lesson 5–10), 95 – 96 (Lesson 5–11), 97 – 98 (Lesson 5–12), 99 – 100 (Lesson 5–13), 101 – 102 (Lesson 5–14), 104 (Reteaching Sets A, B), 175 – 176 (Lesson 10–1), 177 – 178 (Lesson 10–2), 179 – 180 (Lesson 10–3), 181 – 182 (Lesson 10–4), 183 – 184 (Lesson 10–5), 185 – 186 (Lesson 10–6), 196 (Reteaching Set A)

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TE: 35A – 36B (Lesson 3-1), 37A – 38B (Lesson 3–2),39A – 40B (Lesson 3–3), 41A – 42B (Lesson 3–4), 43A – 44B (Lesson 3–5), 45A – 46B (Lesson 3–6), 47A – 48B (Lesson 3–7), 49A – 50B (Lesson 3–8), 51A – 52B (Lesson 3–9), 53A – 54B (Lesson 3–10), 56 (Reteaching Sets A, B), 75A – 76B (Lesson 5–1), 77A – 78B (Lesson 5–2), 79A – 80B (Lesson 5–3), 81A – 82B (Lesson 5–4), 83A – 84B (Lesson 5–5), 85A – 86B (Lesson 5–6), 87A – 88B (Lesson 5–7), 89A – 90B (Lesson 5–8), 91A – 92B (Lesson 5–9), 93A – 94B (Lesson 5–10), 95A – 96B (Lesson 5–11), 97A – 98B (Lesson 5–12),99A – 100B (Lesson 5–13), 101A – 102B (Lesson 5–14), 104 (Reteaching Sets A, B), 175A – 176B (Lesson 10–1), 177A – 178B (Lesson 10–2), 179A – 180B (Lesson 10–3), 181A – 182B (Lesson 10–4), 183A – 184B (Lesson 10–5), 185A – 186B (Lesson 10–6), 196 (Reteaching Set A)

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COURSE STANDARDS

*I/M = INDEPTH OR MENTIONEDCommittee Member Evaluation(Committee Member Use Only)

1509Pearson publishing as Scott Foresman-Addison Wesley22-160-3684-02

Scott Foresman-Addison Wesley enVisionMATH Florida, Grade K

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

INSTRUCTIONAL MATERIALS CORRELATION

MathematicsKMathematics - Grade Kindergarten 5012020



MAJOR TOOLI/M*

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MA.K.A.1.2 Solve problems including those involving sets by counting, by using cardinal and ordinal numbers, by comparing, by ordering, and by creating sets up to 20.

Moderate SE: 53 – 54 (Lesson 3–10), 59 – 60 (Lesson 4–1), 61 – 62 (Lesson 4–2), 63 – 64 (Lesson 4–3), 65 – 66 (Lesson 4–4), 67 – 68 (Lesson 4–5), 69 – 70 (Lesson 4–6), 72 (Reteaching Sets A–D), 101 – 102 (Lesson 5–14), 107 – 108 (Lesson 6–1), 109 – 110 (Lesson 6–2), 111 – 112 (Lesson 6–3), 113 – 114 (Lesson 6–4), 115 – 116 (Lesson 6–5), 117 – 118 (Lesson 6–6), 119 – 120 (Lesson 6–7), 121 – 122 (Lesson 6–8), 124 (Reteaching Sets A–E), 127 – 128 (Lesson 7–1), 129 – 130 (Lesson 7–2), 131 – 132 (Lesson 7–3), 133 – 134 (Lesson 7–4), 136 (Reteaching Sets A, B), 185 – 186 (Lesson 10–6), 187 – 188 (Lesson 10–7), 189 – 190 (Lesson 10–8), 191 – 192 (Lesson 10–9), 193 – 194 (Lesson 10–10), 196 (Reteaching Set B)

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TE: 53A – 54B (Lesson 3–10), 59A – 60B (Lesson 4–1), 61A – 62B (Lesson 4–2), 63A – 64B (Lesson 4–3), 65A – 66B (Lesson 4–4), 67A – 68B (Lesson 4–5), 69A – 70B (Lesson 4–6), 72 (Reteaching Sets A–D), 101A – 102B (Lesson 5–14), 107A – 108B (Lesson 6–1), 109A – 110B (Lesson 6–2), 111A – 112B (Lesson 6–3), 113A – 114B (Lesson 6–4), 115A – 116B (Lesson 6–5), 117A – 118B (Lesson 6–6), 119A – 120B (Lesson 6–7), 121A – 122B (Lesson 6–8), 124 (Reteaching Sets A–E), 127A – 128B (Lesson 7–1), 129A – 130B (Lesson 7–2), 131A – 132B (Lesson 7–3), 133A – 134B (Lesson 7–4), 136 (Reteaching Sets A, B), 185A – 186B (Lesson 10–6), 187A – 188B (Lesson 10–7), 189A – 190B (Lesson 10–8), 191A – 192B (Lesson 10–9), 193A – 194B (Lesson 10–10), 196 (Reteaching Set B)

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MA.K.A.1.3 Solve word problems involving simple joining and separating situations. High SE: 139 – 140 (Lesson 8–1), 141 – 142 (Lesson 8–2), 143 – 144 (Lesson 8–3), 145 – 146 (Lesson 8–4), 147 – 148 (Lesson 8–5), 149 – 150 (Lesson 8–6), 151 – 152 (Lesson 8–7), 154 (Reteaching Sets A, B), 157 – 158 (Lesson 9–1), 159 – 160 (Lesson 9–2), 161 – 162 (Lesson 9–3), 163 – 164 (Lesson 9–4), 165 – 166 (Lesson 9–5), 167 – 168 (Lesson 9–6), 169 – 170 (Lesson 9–7), 172 (Reteaching Sets A–D)

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TE: 139A – 140B (Lesson 8–1), 141A – 142B (Lesson 8–2), 143A – 144B (Lesson 8–3), 145A – 146B (Lesson 8–4), 147A – 148B (Lesson 8–5), 149A – 150B (Lesson 8–6), 151A – 152B (Lesson 8–7), 154 (Reteaching Sets A, B), 157A – 158B (Lesson 9–1), 159A – 160B (Lesson 9–2), 161A – 162B (Lesson 9–3), 163A – 164B (Lesson 9–4), 165A – 166B (Lesson 9–5), 167A – 168B (Lesson 9–6), 169A – 170B (Lesson 9–7), 172 (Reteaching Sets A–D)

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MA.K.A.4.1 Identify and duplicate simple number and non-numeric repeating and growing patterns.

Moderate SE: 235 – 236 (Lesson 13–1), 237 – 238 (Lesson 13–2), 239 – 240 (Lesson 13–3), 241 – 242 (Lesson 13–4), 243 – 244 (Lesson 13–5), 245 – 246 (Lesson 13–6), 247 – 248 (Lesson 13–7), 249 – 250 (Lesson 13–8), 251 – 252 (Lesson 13–9), 254 (Reteaching Sets A, B)

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TE: 235A – 236B (Lesson 13–1), 237A – 238B (Lesson 13–2), 239A – 240B (Lesson 13–3), 241A – 242B (Lesson 13–4), 243A – 244B (Lesson 13–5), 245A – 246B (Lesson 13–6), 247A – 248B (Lesson 13–7), 249A – 250B (Lesson 13–8), 251A – 252B (Lesson 13–9), 254 (Reteaching Sets A, B)

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MA.K.G.2.1 Describe, sort and re-sort objects using a variety of attributes such as shape, size, and position.

Moderate SE: 3 – 4 (Lesson 1–1), 5 – 6 (Lesson 1–2), 7 – 8 (Lesson 1–3), 9 – 10 (Lesson 1–4), 11 – 12 (Lesson 1–5), 14 (Reteaching Sets A, B), 17 – 18 (Lesson 2–1), 19 – 20 (Lesson 2–2), 21 – 22 (Lesson 2–3), 23 – 24 (Lesson 2–4), 25 – 26 (Lesson 2–5), 27 – 28 (Lesson 2–6), 29 – 30 (Lesson 2–7), 32 (Reteaching Sets A–D)

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TE: 3A – 4B (Lesson 1–1), 5A – 6B (Lesson 1–2), 7A – 8B (Lesson 1–3), 9A – 10B (Lesson 1–4), 11A – 12B (Lesson 1–5), 14 (Reteaching Sets A, B), 17A – 18B (Lesson 2–1), 19A – 20B (Lesson 2–2), 21A – 22B (Lesson 2–3), 23A – 24B (Lesson 2–4), 25A – 26B (Lesson 2–5), 27A – 28B (Lesson 2–6), 29A – 30B (Lesson 2–7), 32 (Reteaching Sets A–D)

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MA.K.G.2.2 Identify, name, describe and sort basic two-dimensional shapes such as squares, triangles, circles, rectangles, hexagons, and trapezoids.

Moderate SE: 199 – 200 (Lesson 11–1), 201 – 202 (Lesson 11–2), 203 – 204 (Lesson 11–3), 205 – 206 (Lesson 11–4), 207 – 208 (Lesson 11–5), 209 – 210 (Lesson 11–6), 211 – 212 (Lesson 11–7), 213 – 214 (Lesson 11–8), 215 – 216 (Lesson 11–9), 218 (Reteaching Sets A, B), 229 – 230 (Lesson 12–5)

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TE: 199A – 200B (Lesson 11–1), 201A – 202B (Lesson 11–2), 203A – 204B (Lesson 11–3), 205A – 206B (Lesson 11–4), 207A – 208B (Lesson 11–5), 209A – 210B (Lesson 11–6), 211A – 212B (Lesson 11–7), 213A – 214B (Lesson 11–8), 215A – 216B (Lesson 11–9), 218 (Reteaching Sets A, B), 229A – 230B (Lesson 12–5)

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MA.K.G.2.3 Identify, name, describe, and sort three-dimensional shapes such as spheres, cubes and cylinders.

Moderate SE: 221 – 222 (Lesson 12–1), 223 – 224 (Lesson 12–2), 225 – 226 (Lesson 12–3), 227 – 228 (Lesson 12–4), 229 – 230 (Lesson 12–5), 232 (Reteaching Sets A–D)

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TE: 221A – 222B (Lesson 12–1), 223A – 224B (Lesson 12–2), 225A – 226B (Lesson 12–3), 227A – 228B (Lesson 12–4), 229A – 230B (Lesson 12–5), 232 (Reteaching Sets A–D)

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MA.K.G.2.4 Interpret the physical world with geometric shapes, and describe it with corresponding vocabulary.

Moderate SE: 199 – 200 (Lesson 11–1), 201 – 202 (Lesson 11–2), 203 – 204 (Lesson 11–3), 205 – 206 (Lesson 11–4), 207 – 208 (Lesson 11–5), 209 – 210 (Lesson 11–6), 215 – 216 (Lesson 11–9), 218 (Reteaching Sets A, B), 221 – 222 (Lesson 12–1), 223 – 224 (Lesson 12–2), 232 (Reteaching Sets A, B)

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TE: 199A – 200B (Lesson 11–1), 201A – 202B (Lesson 11–2), 203A – 204B (Lesson 11–3), 205A – 206B (Lesson 11–4), 207A – 208B (Lesson 11–5), 209A – 210B (Lesson 11–6), 215A – 216B (Lesson 11–9), 218 (Reteaching Sets A, B), 221A – 222B (Lesson 12–1), 223A – 224B (Lesson 12–2), 232 (Reteaching Sets A, B)

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MA.K.G.2.5 Use basic shapes, spatial reasoning, and manipulatives to model objects in the environment and to construct more complex shapes.

High SE: 211 – 212 (Lesson 11–7), 213 – 214 (Lesson 11–8), 227 – 228 (Lesson 12–4), 232 (Reteaching Set D)

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TE: 211A – 212B (Lesson 11–7), 213A – 214B (Lesson 11–8), 227A – 228B (Lesson 12–4), 232 (Reteaching Set D)

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MA.K.G.3.1 Compare and order objects indirectly or directly using measurable attributes such as length, height, and weight.

Moderate SE: 257 – 258 (Lesson 14–1), 259 – 260 (Lesson 14–2), 261 – 262 (Lesson 14–3), 263 – 264 (Lesson 14–4), 265 – 266 (Lesson 14–5), 267 – 268 (Lesson 14–6), 269 – 270 (Lesson 14–7), 271 – 272 (Lesson 14–8), 273 – 274 (Lesson 14–9), 275 – 276 (Lesson 14–10), 278 (Reteaching Sets A–D)

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TE: 257A – 258B (Lesson 14–1), 259A – 260B (Lesson 14–2), 261A – 262B (Lesson 14–3), 263A – 264B (Lesson 14–4), 265A – 266B (Lesson 14–5), 267A – 268B (Lesson 14–6), 269A – 270B (Lesson 14–7), 271A – 272B (Lesson 14–8), 273A – 274B (Lesson 14–9), 275A – 276B (Lesson 14–10), 278 (Reteaching Sets A–D)

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MA.K.G.5.1 Demonstrate an understanding of the concept of time using identifiers such as morning, afternoon, day, week, month, year, before/after, and shorter/longer.

Moderate SE: 281 – 282 (Lesson 15–1), 283 – 284 (Lesson 15–2), 285 – 286 (Lesson 15–3), 287 – 288 (Lesson 15–4), 290 (Reteaching Sets A–D), 293 – 294 (Lesson 16–1), 295 – 296 (Lesson 16–2), 297 – 298 (Lesson 16–3), 299 – 300 (Lesson 16–4), 301 – 302 (Lesson 16–5), 304 (Reteaching Sets A–D)

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TE: 281A – 282B (Lesson 15–1), 283A – 284B (Lesson 15–2), 285A – 286B (Lesson 15–3), 287A – 288B (Lesson 15–4), 290 (Reteaching Sets A–D), 293A – 294B (Lesson 16–1), 295A – 296B (Lesson 16–2), 297A – 298B (Lesson 16–3), 299A – 300B (Lesson 16–4), 301A – 302B (Lesson 16–5), 304 (Reteaching Sets A–D)

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The Examples can be from Student or Teacher Instructional Material.

SE: 35–54 (Lessons 3–1 to 3–10), 139–152 (Lessons 8–1 to 8–7), 199–216 (Lessons 11–1 to 11–9), 257–269 (Lessons 14–1 to 14–7)

SE: 11–12 (Lesson 1–5), 29–30 (Lesson 2–7), 69–70 (Lesson 4–6), 101–102 (Lesson 5–14), 121–122 (Lesson 6–8), 213–214 (Lesson 11–8), 221–222 (Lesson 12–1)

SE: 211–212 (Lesson 11–7), 263–264 (Lesson 14–4), 269–270 (Lesson 14–7), 275–276 (Lesson 14–10), 285–286 (Lesson 15–3), 301–302 (Lesson 16–5)

TE: 133 (Lesson 7–4), 169 (Lesson 9–7), 209 (Lesson 11–6), 251 (Lesson 13–9), 261 (Lesson 14–3)

TE: 46A (Lesson 3–6), 102A (Lesson 5–14), 152A (Lesson 8–7), 190A (Lesson 10–8), 208A (Lesson 11–5), 246A (Lesson 13–6)

TE: 1I–1J (Topic 1 Centers), 16 (Topic 2 Florida Math Project),106 (Topic 6 Florida Math Project), 126 (Topic 7 Florida Math Project), 138 (Topic 8 Florida Math Project)

TE: 170–170A (Lesson 9–7), 244–244A (Lesson 13-5), 262–262A (Lesson 14–3), 286–286A (Lesson 15–3), 296–296A (Lesson 16–2)

Tasks require students to make conjectures, justify their thinking, defend their responses by using mathematical arguments, and prove mathematical statements. Students are encouraged to invent and justify solution methods. Students analyze correct and incorrect solution methods.

Problem solving is encouraged by the tasks presented to students. Tasks require students to make decisions, determine strategies, and justify solutions.

Tasks engage students in communicating mathematical ideas by writing, explaining, drawing, using symbols, talking, listening, and reading for information. Tasks encourage collaboration, discussion, individual accountability, and positive interdependence.

Students are given opportunities to create and use representations to organize, record, and communicate their thinking. Tasks promote use of multiple representations and translations among them. Students use a variety of tools to understand a single concept.

The mathematics connects to other disciplines such as reading, art, science, and history. Tasks represent mathematical ideas as interconnected and building upon each other.

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The major tool introduces and builds mathematical concepts as a coherent whole. It provides opportunities to students to explore why a mathematical idea is important and in which contexts that mathematical idea can be useful. In other words, the major tool helps students learn the mathematics concepts in depth. Additionally, students are given opportunities to connect conceptual knowledge with procedural knowledge and factual knowledge. Overall, there is an appropriate balance of skill development and conceptual understanding.

Tasks are engaging and interesting enough that students want to pursue them. Real world problems are realistic and relevant to students’ lives.

OVERALL INSTRUCTIONAL QUALITY IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED

TYPICAL OF THE APPROACH TAKEN IN THE MAJOR TOOL.

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Committee Member Evaluation(Committee Member Use Only)

SUBJECT: GRADE LEVEL:

COURSE TITLE: COURSE CODE:

SUBMISSION TITLE:TITLE ID:

PUBLISHER: PUBLISHER ID:

ACCESS POINT CODE ACCESS POINT DESCRIPTIONPAGES OR LOCATIONS WHERE ACCESS

POINT IS DIRECTLY ADDRESSED IN MAJOR TOOL

I/M*

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MA.K.A.1.In.a Represent quantities to 5 using sets of objects and number names.

SE: 35–54 (Lessons 3-1 to 3-9) I

MA.K.A.1.Su.a Represent quantities to 3 using sets of objects and number names.

SE: 35–36 (Lesson 3-1), 37–38 (Lesson 3-2) I

MA.K.A.1.Pa.a Indicate desire for more of an action or object.MA.K.A.1.In.b Use one-to-one correspondence to count and

compare sets of objects to 5.SE: 59–60 (Lesson 4-1), 61–62 (Lesson 4-2), 63–64 (Lesson 4-3)

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MA.K.A.1.Su.b Use one-to-one correspondence to count sets of objects to 3.

SE: 59–60 (Lesson 4-1), 61–62 (Lesson 4-2), 63–64 (Lesson 4-3)

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MA.K.A.1.Pa.b Indicate desire for no more of an action or object.

MA.K.A.1.In.c Solve problems with up to 5 objects, involving simple joining (putting together) and separating (taking away) situations.

SE: 113–114 (Lesson 6-4), 115–116 (Lesson 6-5), 117–118 (Lesson 6-6), 119–120 (Lesson 6-7), 121–122 (Lesson 6-8)

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MA.K.A.1.Su.c Solve problems with up to 3 objects involving simple joining (putting together) situations.

SE: 113–114 (Lesson 6-4), 117–118 (Lesson 6-6), 139–152 (Lessons 8-1 to 8-7)

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MA.K.A.1.Pa.c Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

SE: 59–60 (Lesson 4-1), 61–62 (Lesson 4-2), 63–64 (Lesson 4-3), 113–114 (Lesson 6-4), 115–116 (Lesson 6-5), 117–118 (Lesson 6-6), 119–120 (Lesson 6-7)

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MA.K.G.2.In.a Sort objects by single attributes, including shape and size.

SE: 5–6 (Lesson 1-2), 7–8 (Lesson 1-3) I

MA.K.G.2.Su.a Sort common objects by size. SE: 5–6 (Lesson 1-2), 7–8 (Lesson 1-3) IMA.K.G.2.Pa.a Recognize a common object with a two-

dimensional shape.SE: 199–200 (Lesson 11-1), 201–202 (Lesson 11-2), 203–204 (Lesson 11-3), 205–206 (Lesson 11-4), 207–208 (Lesson 11-5), 209–210 (Lesson 11-6)

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5012020

1509

KMathematics - Grade Kindergarten

Scott Foresman-Addison Wesley enVisionMATH Florida, Grade K


ACCESS POINTSMathematics


Pearson publishing as Scott Foresman-Addison Wesley


22-160-3684-02



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MA.K.G.2.In.b Match and name two-dimensional shapes, including circle and square.

SE: 199–200 (Lesson 11-1), 201–202 (Lesson 11-2), 203–204 (Lesson 11-3), 205–206 (Lesson 11-4), 207–208 (Lesson 11-5), 209–210 (Lesson 11-6)

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MA.K.G.2.Su.b Identify square objects or pictures when given the name.

SE: 201–202 (Lesson 11-2) I

MA.K.G.2.Pa.b Recognize a common three-dimensional object. SE: 221–222 (Lesson 12-1), 223–224 (Lesson 12-2), 225–226 (Lesson 12-3), 227–228 (Lesson 12-4), 229–230 (Lesson 12-5)

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MA.K.G.2.In.c Match examples of three-dimensional objects, such as balls (spheres) and blocks (cubes).

SE: 221–222 (Lesson 12-1) I

MA.K.G.2.Su.c Identify three-dimensional objects, such as a block (cube) or ball (sphere).


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MA.K.G.2.Pa.c Recognize a movement that reflects a spatial relationship, such as up and down.

SE: 17–30 (Lessons 2-1 to 2-7) I

MA.K.G.2.In.d Identify shapes, including circle and square, in the environment.

SE: 199–200 (Lesson 11-1), 201–202 (Lesson 11-2), 203–204 (Lesson 11-3), 205–206 (Lesson 11-4), 207–208 (Lesson 11-5), 209–210 (Lesson 11-6)

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MA.K.G.2.Su.d Identify square shapes in the environment when given the name.

SE: 201–202 (Lesson 11-2) M

MA.K.G.2.In.e Identify spatial relationships, including in, out, up, down, top, bottom, on, and off.

SE: 17–30 (Lessons 2-1 to 2-7) I

MA.K.G.2.Su.e Identify spatial relationships, including on, off, up, and down.

SE: 17–30 (Lessons 2-1 to 2-7) I

MA.K.G.3.In.a Compare overall size and length of objects and describe using terms, such as big, small, long, and short.

SE: 257–276 (Lessons 14-1 to 14-10) I

MA.K.G.3.Su.a Identify size of objects using terms, such as big and little.

SE: 7–8 (Lesson 1-3), 11–12 (Lesson 1-5), 271–272 (Lesson 14-8)

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MA.K.G.3.Pa.a Recognize differences in size of objects. SE: 257–276 (Lessons 14-1 to 14-10) I

MA.K.A.4.In.a Match two-element repeating patterns of sounds, physical movements, and objects.

SE: 235–236 (Lesson 13-1), 237–238 (Lesson 13-2), 239–240 (Lesson 13-3), 241–242 (Lesson 13-4)

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MA.K.A.4.Su.a Match identical sounds, physical movements, and objects.


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MA.K.A.4.Pa.a Recognize two objects that are identical to each other.


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MA.K.G.5.In.a Identify concepts of time, including day, night, morning, and afternoon, by relating activities to a time period.


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MA.K.G.5.Su.a Identify concepts of time, including day and night, by relating daily events to a time period.


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MA.K.G.5.Pa.a Recognize common activities that occur every day.


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BENCHMARK CODE BENCHMARKS DEPTH OF KNOWLEDGE PAGES OR LOCATIONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN MAJOR TOOL I/M*

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MA.1.A.1.1 Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and "missing addend."

Moderate SE: 3–6 (Lesson 1–1), 7–10 (Lesson 1–2), 11–14 (Lesson 1–3), 15–18 (Lesson 1–4), 19–22 (Lesson 1–5), 23–26 (Lesson 1–6), 27–30 (Lesson 1–7), 32 (Reteaching Sets A–D), 35–38 (Lesson 2–1), 39–42 (Lesson 2–2), 43–46 (Lesson 2–3), 47–50 (Lesson 2–4), 51–54 (Lesson 2–5), 55–58 (Lesson 2–6), 59–62 (Lesson 2–7), 63–66 (Lesson 2–8), 67–70 (Lesson 2–9), 71–74 (Lesson 2–10), 76 (Reteaching Sets A–D), 79–82 (Lesson 3–1), 83–86 (Lesson 3–2) 87–90 (Lesson 3–3), 91–94 (Lesson 3–4), 95–98 (Lesson 3–5), 100 (Reteaching Sets A–D), 227–230 (Lesson 7–7), 243–246 (Lesson 7–11)

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TE: 3A–6B (Lesson 1–1), 7A–10B (Lesson 1–2), 11A–14B (Lesson 1–3), 15A–18B (Lesson 1–4), 19A–22B (Lesson 1–5), 23A–26B (Lesson 1–6), 27A–30B (Lesson 1–7), 32 (Reteaching Sets A–D), 35A–38B (Lesson 2–1), 39A–42B (Lesson 2–2), 43A–46B (Lesson 2–3), 47A–50B (Lesson 2–4), 51A–54B (Lesson 2–5), 55A–58B (Lesson 2–6), 59A–62B (Lesson 2–7), 63A–66B (Lesson 2–8) 67A–70B (Lesson 2–9), 71A–74B (Lesson 2–10), 76 (Reteaching Sets A–D), 79A–82B (Lesson 3–1), 83A–86B (Lesson 3–2), 87A–90B (Lesson 3–3), 91A–94B (Lesson 3–4), 95A–98B (Lesson 3–5), 100 (Reteaching Sets A–D), 227A-230B (Lesson 7–7), 243A–246B (Lesson 7–11)

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MA.1.A.1.2 Identify, describe, and apply addition and subtraction as inverse operations. Moderate SE: 67–70 (Lesson 2–9), 76 (Reteaching Set D), 135–138 (Lesson 5–2), 139–142 (Lesson 5–3), 143–146 (Lesson 5–4), 152 (Reteaching Sets B–D), 215–218 (Lesson 7–4), 219–222 (Lesson 7–5), 223–226 (Lesson 7–6), 227–230 (Lesson 7–7), 231–234 (Lesson 7–8), 235–238 (Lesson 7–9), 239–242 (Lesson 7–10), 248 (Reteaching Sets B–C)

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TE: 67A–70B (Lesson 2–9), 76 (Reteaching Set D), 135A–138B (Lesson 5–2), 139A–142B (Lesson 5–3), 143A–146B (Lesson 5–4), 152 (Reteaching Sets B–D), 215A–218B (Lesson 7–4), 219A–222B (Lesson 7–5), 223A–226B (Lesson 7–6) 227A–230B (Lesson 7–7), 231A–234B (Lesson 7–8), 235A–238B (Lesson 7–9), 239A–242B (Lesson 7–10), 248 (Reteaching Sets B–C)

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Scott Foresman-Addison Wesley enVisionMATH Florida, Grade 1



Mathematics1Mathematics - Grade One 5012030

COURSE STANDARDS


1509

22-160-3684-02Pearson publishing as Scott Foresman-Addison Wesley


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MA.1.A.1.3 Create and use increasingly sophisticated strategies, and use properties such as Commutative, Associative and Additive Identity, to add whole numbers.

Moderate SE: 23–26 (Lesson 1–6), 32 (Reteaching Set D), 103–106 (Lesson 4–1), 107–110 (Lesson 4–2), 111–114 (Lesson 4–3), 115–118 (Lesson 4–4), 119–122 (Lesson 4–5), 128 (Reteaching Sets A–D), 155–158 (Lesson 6–1), 159–162 (Lesson 6–2), 163–166 (Lesson 6–3), 167–170 (Lesson 6–4), 171–174 (Lesson 6–5), 175–178 (Lesson 6–6), 179–182 (Lesson 6–7), 183–186 (Lesson 6–8), 187–190 (Lesson 6–9), 191–194 (Lesson 6–10), 195–198 (Lesson 6–11), 200 (Reteaching Sets A–D), 207–210 (Lesson 7–2), 211–214 (Lesson 7–3), 248 (Reteaching Set A)

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TE: 23A–26B (Lesson 1–6), 32 (Reteaching Set D), 103A–106B (Lesson 4–1), 107A–110B (Lesson 4–2), 111A–114B (Lesson 4–3), 115A–118B (Lesson 4–4), 119A–122B (Lesson 4–5), 128 (Reteaching Sets A–D), 155A–158B (Lesson 6–1), 159A–162B, (Lesson 6–2), 163A–166B (Lesson 6–3), 167A–170B (Lesson 6–4), 171A–174B (Lesson 6–5), 175A–178B (Lesson 6–6), 179A–182B (Lesson 6–7), 183A–186B (Lesson 6–8), 187A–190B (Lesson 6–9), 191A–194B (Lesson 6–10), 195A–198B (Lesson 6–11), 200 (Reteaching Sets A–D), 207A–210B (Lesson 7–2), 211A–214B (Lesson 7–3), 248 (Reteaching Set A)

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MA.1.A.1.4 Use counting strategies, number patterns, and models as a means for solving basic addition and subtraction fact problems.

High SE: 103–106 (Lesson 4–1), 107–110 (Lesson 4–2), 111–114 (Lesson 4–3), 115–118 (Lesson 4–4), 119–122 (Lesson 4–5), 123–126 (Lesson 4–6), 128 (Reteaching Sets A–D), 131–134 (Lesson 5–1), 147–150 (Lesson 5–5), 152 (Reteaching Set A), 155–158 (Lesson 6–1), 159–162 (Lesson 6–2), 163–166 (Lesson 6–3), 167–170 (Lesson 6–4), 175–178 (Lesson 6–6), 179–182 (Lesson 6–7),183–186 (Lesson 6–8), 187–190 (Lesson 6–9), 200 (Reteaching Sets A–C), 203–206 (Lesson 7–1), 207–210 (Lesson 7–2), 211–214 (Lesson 7–3), 248 (Reteaching Set B)

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TE: 103A–106B (Lesson 4–1), 107A–110B (Lesson 4–2), 111A–114B (Lesson 4–3), 115A–118B (Lesson 4–4),119A–122B (Lesson 4–5), 123A–126B (Lesson 4–6), 128 (Reteaching Sets A–D), 131A–134B (Lesson 5–1), 147A–150B (Lesson 5–5), 152 (Reteaching Set A), 155A–158B (Lesson 6–1), 159A–162B (Lesson 6–2), 163A–166B (Lesson 6–3), 167A–170B (Lesson 6–4), 175A–178B (Lesson 6–6), 179A–182B (Lesson 6–7), 183A–186B (Lesson 6–8), 187A–190B (Lesson 6–9), 200 (Reteaching Sets A–C), 203A–206B (Lesson 7–1), 207A–210B (Lesson 7–2), 211A–214B (Lesson 7–3), 248 (Reteaching Set B)

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MA.1.A.2.1 Compare and order whole numbers at least to 100. Moderate SE: 291–294 (Lesson 9–1), 312 (Reteaching Set A), 363–366 (Lesson 11–1), 367–370 (Lesson 11–2), 371–374 (Lesson 11–3), 375–378 (Lesson 11–4), 379–382 (Lesson 11–5), 383–386 (Lesson 11–6), 387–390 (Lesson 11–7), 391–394 (Lesson 11–8), 395–398 (Lesson 11–9), 399–402 (Lesson 11–10), 404 (Reteaching Sets A–D)

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TE: 291A–294B (Lesson 9–1), 312 (Reteaching Set A), 363A–366B (Lesson 11–1), 367A–370B (Lesson 11–2), 371A–374B (Lesson 11–3), 375A–378B (Lesson 11–4), 379A–382B (Lesson 11–5), 383A–386B (Lesson 11–6), 387A–390B (Lesson 11–7), 391A–394B (Lesson 11–8), 395A–398B, (Lesson 11–9), 399A–402B (Lesson 11–10), 404 (Reteaching Sets A–D)

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MA.1.A.2.2 Represent two digit numbers in terms of tens and ones. Low SE: 315–318 (Lesson 10–1), 319–322 (Lesson 10–2), 323–326 (Lesson 10–3), 327–330 (Lesson 10–4), 331–334 (Lesson 10–5), 335–338 (Lesson 10–6), 339–342 (Lesson 10–7), 343–346 (Lesson 10–8), 347–350 (Lesson 10–9), 351–354 (Lesson 10–10), 355–358 (Lesson 10–11), 360 (Reteaching Sets A–D)

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TE: 315A–318B (Lesson 10–1), 319A–322B (Lesson 10–2), 323A–326B (Lesson 10–3), 327A–330B (Lesson 10–4), 331A–334B (Lesson 10–5), 335A–338B (Lesson 10–6), 339A–342B (Lesson 10–7), 343A–346B (Lesson 10–8), 347A–350B (Lesson 10–9), 351A–354B (Lesson 10–10), 355A–358B (Lesson 10–11), 360 (Reteaching Sets A–D)

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MA.1.A.2.3 Order counting numbers, compare their relative magnitudes, and represent numbers on a number line.

Moderate SE: 363–366 (Lesson 11–1), 367–370 (Lesson 11–2), 371–374 (Lesson 11–3), 375–378 (Lesson 11–4) 379–382 (Lesson 11–5), 383–386 (Lesson 11–6), 387–390 (Lesson 11–7), 391–394 (Lesson 11–8), 395–398 (Lesson 11–9), 399–402 (Lesson 11–10), 404 (Reteaching Sets A–D)

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TE: 363A–366B (Lesson 11–1), 367A–370B (Lesson 11–2), 371A–374B (Lesson 11–3), 375A–378B (Lesson 11–4), 379A–382B (Lesson 11–5), 383A–386B (Lesson 11–6), 387A–390B (Lesson 11–7), 391A–394B (Lesson 11–8), 395A–398B (Lesson 11–9), 399A–402B (Lesson 11–10), 404 (Reteaching Sets A–D)

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MA.1.A.4.1 Extend repeating and growing patterns, fill in missing terms, and justify reasoning.

High SE: 251–254 (Lesson 8–1), 255–258 (Lesson 8–2), 259–262 (Lesson 8–3), 263–266 (Lesson 8–4), 267–270 (Lesson 8–5), 271–274 (Lesson 8–6), 275–278 (Lesson 8–7), 279–282 (Lesson 8–8), 283–286 (Lesson 8–9), 288 (Reteaching Sets A–D), 291–294 (Lesson 9–1), 295–298 (Lesson 9–2), 299–302 (Lesson 9–3), 303–306 (Lesson 9–4), 307–310 (Lesson 9–5), 312 (Reteaching Sets A–D)

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TE: 251A–254B (Lesson 8–1), 255A–258B (Lesson 8–2), 259A–262B (Lesson 8–3), 263A–266B (Lesson 8–4), 267A–270B (Lesson 8–5), 271A–274B (Lesson 8–6), 275A–278B (Lesson 8–7), 279A–282B (Lesson 8–8), 283A–286B (Lesson 8–9), 288 (Reteaching Sets A–D), 291A–294B (Lesson 9–1), 295A–298B (Lesson 9–2), 299A–302B (Lesson 9–3), 303A–306B (Lesson 9–4), 307A–310B (Lesson 9–5), 312 (Reteaching Sets A–D)

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MA.1.A.6.1 Use mathematical reasoning and beginning understanding of tens and ones, including the use of invented strategies, to solve two-digit addition and subtraction problems.

High SE: 407–410 (Lesson 12–1), 411–414 (Lesson 12–2), 415–418 (Lesson 12–3), 419–422 (Lesson 12–4), 423–426 (Lesson 12–5), 427–430 (Lesson 12–6), 431–434 (Lesson 12–7), 435–438 (Lesson 12–8), 439–442 (Lesson 12–9), 444 (Reteaching Sets A–D), 447–450 (Lesson 13–1), 451–454 (Lesson 13–2), 455–458 (Lesson 13–3), 459–462 (Lesson 13–4), 463–466 (Lesson 13–5), 467–470 (Lesson 13–6), 471–474 (Lesson 13–7), 475–478 (Lesson 13–8), 479–482 (Lesson 13–9), 484 (Reteaching Sets A–D)

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TE: 407A–410B (Lesson 12–1), 411A–414B (Lesson 12–2), 415A–418B (Lesson 12–3), 419A–422B (Lesson 12–4), 423A–426B (Lesson 12–5), 427A–430B (Lesson 12–6), 431A–434B (Lesson 12–7), 435A–438B (Lesson 12–8), 439A–442B (Lesson 12–9), 444 (Reteaching Sets A–D), 447A–450B (Lesson 13–1), 451A–454B (Lesson 13–2), 455A–458B (Lesson 13–3), 459A–462B (Lesson 13–4), 463A–466B (Lesson 13–5), 467A–470B (Lesson 13–6), 471A–474B (Lesson 13–7), 475A–478B (Lesson 13–8), 479A–482B (Lesson 13–9), 484 (Reteaching Sets A–D)

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MA.1.A.6.2 Solve routine and non-routine problems by acting them out, using manipulatives, and drawing diagrams.

High SE: 27–30 (Lesson 1–7), 71–74 (Lesson 2–10), 95–98 (Lesson 3–5), 123–126 (Lesson 4–6), 147–150 (Lesson 5–5), 171–174 (Lesson 6–5), 195–198 (Lesson 6–11), 227–230 (Lesson 7–7), 243–246 (Lesson 7–11), 283–286 (Lesson 8–9), 288 (Reteaching Set D), 307–310 (Lesson 9–5), 355–358 (Lesson 10–11), 399–402 (Lesson 11–10), 439–442 (Lesson 12–9), 475–478 (Lesson 13–8), 479–482 (Lesson 13–9), 511–514 (Lesson 14–7), 539–542 (Lesson 15–6), 544 Reteaching Set D), 579–582 (Lesson 16–9), 584 (Reteaching Set D)

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TE: 27A–30B (Lesson 1–7), 71A–74B (Lesson 2–10), 95A–98B (Lesson 3–5), 123A–126B (Lesson 4–6), 147A–150B (Lesson 5–5), 171A–174B (Lesson 6–5), 195A–198B (Lesson 6–11), 227A–230B (Lesson 7–7), 243A–246B (Lesson 7–11), 283A–286B (Lesson 8–9), 288 (Reteaching Set D), 307A–310B (Lesson 9–5), 355A–358B (Lesson 10–11), 399A–402B (Lesson 11–10), 439A–442B (Lesson 12–9), 475A–478B (Lesson 13–8), 479A–482B (Lesson 13–9), 511A–514B (Lesson 14–7), 539A–542B (Lesson 15–6), 544 (Reteaching Set D), 579A–582B (Lesson 16–9), 584 (Reteaching Set D)

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MA.1.G.3.1 Use appropriate vocabulary to compare shapes according to attributes and properties such as number and lengths of sides and number of vertices.

Moderate SE: 487–490 (Lesson 14–1), 491–494 (Lesson 14–2), 516 (Reteaching Sets A–B), 519–522 (Lesson 15–1), 523–526 (Lesson 15–2), 527–530 (Lesson 15–3), 531–534, (Lesson 15–4), 539–542 (Lesson 15–6), 544 (Reteaching Sets A, B, D)

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TE: 487A–490B (Lesson 14–1), 491A–494B (Lesson 14–2), 516 (Reteaching Sets A–B), 519A–522B (Lesson 15–1), 523A–526B (Lesson 15–2), 527A–530B (Lesson 15–3), 531A–534B (Lesson 15–4), 539A–542B (Lesson 15–6), 544 (Reteaching Sets A, B, D)

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MA.1.G.3.2 Compose and decompose plane and solid figures, including making predictions about them, to build an understanding of part-whole relationships and properties of shapes.

High SE: 495–498 (Lesson 14–3), 499–502 (Lesson 14–4), 503–506 (Lesson 14–5), 507–510 (Lesson 14–6), 511–514 (Lesson 14–7), 516 (Reteaching Sets C, D), 535–538 (Lesson 15–5), 544 (Reteaching Set C)

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TE: 495A–498B (Lesson 14–3), 499A–502B (Lesson 14–4), 503A–506B (Lesson 14–5), 507A–510B (Lesson 14–6), 511A–514B (Lesson 14–7), 516 (Reteaching Sets C, D), 535A–538B (Lesson 15–5), 544 (Reteaching Set C)

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MA.1.G.5.1 Measure by using iterations of a unit, and count the unit measures by grouping units.

Moderate SE: 555–558 (Lesson 16–3), 559–562 (Lesson 16–4), 563–566 (Lesson 16–5), 567–570 (Lesson 16–6), 571–574 (Lesson 16–7), 575–578 (Lesson 16–8), 579–582 (Lesson 16–9), 584 (Reteaching Sets B–D)

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TE: 555A–558B (Lesson 16–3), 559A–562B (Lesson 16–4), 563A–566B (Lesson 16–5), 567A–570B (Lesson 16–6), 571A–574B (Lesson 16–7), 575A–578B (Lesson 16–8), 579A–582B (Lesson 16–9), 584 (Reteaching Sets B–D)

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MA.1.G.5.2 Compare and order objects according to descriptors of length, weight, and capacity.

Moderate SE: 555–558 (Lesson 16–1), 559–562 (Lesson 16–2), 563–566 (Lesson 16–3), 567–570 (Lesson 16–4), 571–574 (Lesson 16–5), 575–578 (Lesson 16–6), 579–582 (Lesson 16–7), 583–586 (Lesson 16–8), 584 (Reteaching Sets A–D)

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TE: 555A–558B (Lesson 16–1), 559A–562B (Lesson 16–2), 563A–566B (Lesson 16–3), 567A–570B (Lesson 16–4), 571A–574B (Lesson 16–5), 575A–578B (Lesson 16–6), 579A–582B (Lesson 16–7), 583A–586B (Lesson 16–8), 587A–590B (Lesson 16–9), 584 (Reteaching Sets A–D)

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IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED TYPICAL OF THE APPROACH

TAKEN IN THE MAJOR TOOL.


SE: 15-26 (Lessons 1-4, 1-5, 1-6), 47-59 (Lessons 2-4, 2-5, 2-6, 2-7), 331-339 (Lessons 10-5, 10-6, 10-7), 495-503 (Lessons 14-3, 14-4, 14-5)

SE: 59-62 (Lesson 2-7), 139-142 (Lesson 5-3), 171-174 (Lesson 6-5), 283-286 (Lesson 8-9), 371-374 (Lesson 11-3), 419-422 (Lesson 12-4), 535-538 (Lesson 15-5), 567-570 (Lesson 16-6)

SE: 19-22 (Lesson 1-5), 167-170 (Lesson 6-4), 267-270 (Lesson 8-5), 295-298 (Lesson 9-2), 371-374 (Lesson 11-3), 399-402 (Lesson 11-10), 423-426 (Lesson 12-5), 471-474 (Lesson 13-7)SE: 111-114 (Lesson 4-3), 159-162 (Lesson 6-2), 179-182 (Lesson 6-7), 195-198 (Lesson 6-11), 259-262 (Lesson 8-3), 271-274 (Lesson 8-6), 295-298 (Lesson 9-2), 327-330 (Lesson 10-4), 383-386 (Lesson 11-6)

SE: 27-30 (Lesson 1-7), 95-98 (Lesson 3-5), 123-126 (Lesson 4-6), 235-238 (Lesson 7-9), 363–366 (Lesson 11-1), 367-370 (Lesson 11-2), 371–374 (Lesson 11–3), 511-514 (Lesson 14-7), 535-538 (Lesson 15-5)

SE: 67-70 (Lesson 2-9), 135-138 (Lesson 5-2), 527-530 (Lesson 15-3) TE: 34 (Topic 2 Florida Math Project), 130 (Topic 5 Florida Math Project), 202 (Topic 7 Florida Math Project), 290 (Topic 9 Florida Math Project), 362 (Topic 11 Florida Math Project) , 406 (Topic 12 Florida Math Project), 446 (Topic 13 Florida Math Project)

SE: 207-210 (Lesson 7-2), 259-262 (Lesson 8-3), 295-298 (Lesson 9-2), 303-306 (Lesson 9-4), 371-374 (Lesson 11-3), 415-418 (Lesson 12-3), 419-422 (Lesson 12-4), 527-530 (Lesson 15-3), 555-558 (Lesson 16-3)

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OVERALL INSTRUCTIONAL QUALITY Stro

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ACCESS POINT CODE ACCESS POINT DESCRIPTION PAGES OR LOCATIONS WHERE ACCESS POINT IS DIRECTLY ADDRESSED IN MAJOR TOOL I/M*

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MA.1.A.1.In.a Identify the meaning of addition as adding to and subtraction as taking away from.

SE: 19-22 (Lesson 1-5), 51-54 (Lesson 2-5) M

MA.1.A.1.Su.a Demonstrate understanding of the meaning of joining (putting together) and separating (taking apart) sets of objects.


MA.1.A.1.Pa.a Recognize when an object or person is added to (addition) or is taken away from (subtraction) a situation.


MA.1.A.1.In.b Use counting and one-to-one correspondence as strategies to solve addition facts with sums to 10 and related subtraction facts represented by numerals with sets of objects and pictures.


MA.1.A.1.Su.b Use one-to-one correspondence as a strategy for solving simple number stories involving joining (putting together) and separating (taking apart) with sets of objects to 5.

TE: 74B (Lesson 2-10), 174B (Lesson 6-5) M

MA.1.A.1.Pa.b Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

SE: 55-58 (Lesson 2-6) M

MA.1.A.2.In.a Compare and order numbers 1 to 10.

MA.1.A.2.Su.a Use one-to-one correspondence to compare sets of objects to 5.

MA.1.A.2.Pa.a Associate quantities with language, such as many, a lot, or a little.

1Mathematics - Grade One 5012030Scott Foresman-Addison Wesley enVisionMATH Florida, Grade 11509







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MA.1.A.2.In.b Use one-to-one correspondence to count sets of objects or pictures to 10.


MA.1.A.2.Su.b Use one-to-one correspondence to count sets of objects to 5 arranged in a row.


MA.1.A.2.Pa.b Recognize rote counting 1 to 3.MA.1.A.2.In.c Represent numbers to 10 using sets of objects

and pictures, number names, and numerals.SE: 3-6 (Lesson 1-1), 351-354 (Lesson 10-10) M

MA.1.A.2.Su.c Represent quantities to 5 using sets of objects and number names.

SE: 351-354 (Lesson 10-10) M

MA.1.G.3.In.a Sort and describe two-dimensional shapes by single attributes, such as number of sides and straight or round sides.


MA.1.G.3.Su.a Match and name common two-dimensional objects by shape, including square and circle.

SE: 487-490 (Lesson 14-1) M

MA.1.G.3.Pa.a Recognize common objects with two-dimensional shapes, such as circle or square.

SE: 487-490 (Lesson 14-1) M

MA.1.G.3.In.b Combine two shapes to make another shape and identify the whole-part relationship.


MA.1.G.3.Su.b Sort common two- and three-dimensional objects by size, including big and little.

SE: 531-534 (Lesson 15-4) M

MA.1.G.3.Pa.b Recognize common three-dimensional objects, such as balls (spheres) or blocks (cubes).

SE: 519-522 (Lesson 15-1) M

MA.1.A.4.In.a Match a two-element repeating visual pattern. SE: 251-254 (Lesson 8-1), 255-258 (Lesson 8-2) MMA.1.A.4.Su.a Match objects by single attributes, such as

color, shape, or size.SE: 249 (Topic 8 Review What You Know) M

MA.1.A.4.Pa.a Recognize two objects that are the same size or color.

SE: 485 (Topic 14 Review What You Know) M

MA.1.G.5.In.a Measure length of objects using nonstandard units of measure and count the units.

SE: 555-558 (Lesson 16-3), 559-562 (Lesson 16-4) I

MA.1.G.5.Su.a Measure length of objects using nonstandard units of measure.


MA.1.G.5.Pa.a Recognize similarities and differences in size of common objects.

SE: 547-550 (Lesson 16-1), 551-554 (Lesson 16-2), 563-566 (Lesson 16-5), 571-574 (Lesson 16-7)

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MA.1.G.5.In.b Compare objects by concepts of length––using terms, such as longer, shorter, and same—and capacity, using terms, such as full and empty.

SE: 547-550 (Lesson 16-1), 551-554 (Lesson 16-2), 563-566 (Lesson 16-5)

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MA.1.G.5.Su.b Compare objects by length using terms, such as long and short.



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MA.1.A.6.In.a Solve real-world problems involving addition facts with sums to 10 and related subtraction facts using numerals with sets of objects and pictures.


MA.1.A.6.Su.a Solve real-world problems involving simple joining (putting together) and separating (taking apart) situations with sets of objects to 5.

TE: 74B (Lesson 2-10), 174B (Lesson 6-5) M

MA.1.A.6.Pa.a Solve simple problems involving putting together and taking apart small quantities of objects.


M




MAJOR TOOLI/M*

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MA.2.A.1.1 Identify relationships between the digits and their place values through the thousands, including counting by tens and hundreds.

Moderate SE: 79 – 82 (Lesson 3–1), 83 – 86 (Lesson 3–2), 108 (Reteaching Set A), 455 – 458 (Lesson 13–1), 459 – 462 (Lesson 13–2), 467 – 470 (Lesson 13–4), 471 – 474 (Lesson 13–5), 487 – 490 (Lesson 13–9), 492 (Reteaching Set A), 495 – 498 (Lesson 14–1), 503 – 506 (Lesson 14–3), 515 – 518 (Lesson 14–6), 520 (Reteaching Sets A–B)

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TE: 79A – 82B (Lesson 3–1), 83A – 86B (Lesson 3–2), 108 (Reteaching Set A), 455A – 458B (Lesson 13–1), 459A – 462B (Lesson 13–2), 467A – 470B (Lesson 13–4), 471A – 474B (Lesson 13–5), 487A – 490B (Lesson 13–9), 492 (Reteaching Set A), 495A – 498B (Lesson 14–1), 503A – 506B (Lesson 14–3), 515A – 518B (Lesson 14–6), 520 (Reteaching Sets A–B)

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MA.2.A.1.2 Identify and name numbers through thousands in terms of place value and apply this knowledge to expanded notation.

Low SE: 83 – 86 (Lesson 3–2), 463 – 466 (Lesson 13–3), 499 – 502 (Lesson 14–2)

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TE: 83A – 86B (Lesson 3–2), 463A – 466B (Lesson 13–3), 499A – 502B (Lesson 14–2)

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MA.2.A.1.3 Compare and order multi-digit numbers through the thousands. Moderate SE: 87 – 90 (Lesson 3–3), 91 – 94 (Lesson 3–4), 95 – 98 (Lesson 3–5), 99 – 102 (Lesson 3–6), 103 – 106 (Lesson 3–7), 108 (Reteaching Sets B–D), 475 – 478 (Lesson 13–6), 479 – 482 (Lesson 13–7), 483 – 486 (Lesson 13–8), 487 – 490 (Lesson 13–9), 492 (Reteaching Sets B–D), 507 – 510 (Lesson 14–4), 511 – 514 (Lesson 14–5), 515 – 518 (Lesson 14–6), 520 (Reteaching Sets C–D)

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TE: 87A – 90B (Lesson 3–3), 91A – 94B (Lesson 3–4), 95A – 98B (Lesson 3–5), 99A – 102B (Lesson 3–6), 103A – 106B (Lesson 3–7), 108 (Reteaching Sets B–D), 475A – 478B (Lesson 13–6), 479A – 482B (Lesson 13–7), 483A – 486B (Lesson 13–8), 487A – 490B (Lesson 13–9), 492 (Reteaching Sets B–D), 507A – 510B (Lesson 14–4), 511A – 514B (Lesson 14–5), 515A – 518B (Lesson 14–6), 520 (Reteaching Sets C–D)

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MA.2.A.2.1 Recall basic addition and related subtraction facts. Low SE: 3 – 6 (Lesson 1–1), 7 – 10 (Lesson 1–2), 11 – 14 (Lesson 1–3), 15 – 18 (Lesson 1–4), 19 – 22 (Lesson 1–5), 23 – 26 (Lesson 1–6), 27 – 30 (Lesson 1–7), 31 – 34 (Lesson 1–8), 36 (Reteaching Sets A–D), 39 – 42 (Lesson 2–1), 43 – 46 (Lesson 2–2), 47 – 50 (Lesson 2–3), 51 – 54 (Lesson 2–4), 55 – 58 (Lesson 2–5), 59 – 62 (Lesson 2–6), 63 – 66 (Lesson 2–7), 67 – 70 (Lesson 2–8), 71 – 74 (Lesson 2–9), 76 (Reteaching Sets A–D)

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INSTRUCTIONAL MATERIALS CORRELATIONCOURSE STANDARDS

Mathematics2Mathematics - Grade Two


5012040Scott Foresman-Addison Wesley enVisionMATH Florida, Grade 21509Pearson publishing as Scott Foresman-Addison Wesley22-160-3684-02



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TE: 3A – 6B (Lesson 1–1), 7A – 10B (Lesson 1–2), 11A – 14B (Lesson 1–3), 15A – 18B (Lesson 1–4), 19A – 22B (Lesson 1–5), 23A – 26B (Lesson 1–6), 27A – 30B (Lesson 1–7), 31A – 34B (Lesson 1–8), 36 (Reteaching Sets A–D), 39A – 42B (Lesson 2–1), 43A – 46B (Lesson 2–2), 47A – 50B (Lesson 2–3), 51A – 54B (Lesson 2–4), 55A – 58B (Lesson 2–5), 59A – 62B (Lesson 2–6), 63A – 66B (Lesson 2–7), 67A – 70B (Lesson 2–8), 71A – 74B (Lesson 2–9), 76 (Reteaching Sets A–D)

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MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures.

Moderate SE: 151 – 190 (Lessons 5–1 to 5–10), 192 (Reteaching Sets A–D), 195 – 222 (Lessons 6–1 to 6–7), 224 (Reteaching Sets A–D), 227 – 254 (Lessons 7–1 to 7–7), 256 (Reteaching Sets A–D), 259 – 262 (Lesson 8–1), 267 – 270 (Lesson 8–3), 271 – 274 (Lesson 8–4), 279 – 282 (Lesson 8–6), 287 – 290 (Lesson 8–8), 292 (Reteaching Sets A, D), 375 – 378 (Lesson 10–7), 523 – 526 (Lesson 15–1), 527 – 530 (Lesson 15–2), 535 – 538 (Lesson 15–4), 539 – 542 (Lesson 15–5), 543 – 546 (Lesson 15–6), 547 – 550 (Lesson 15–7), 552 (Reteaching Sets A, C, D), 555 – 558 (Lesson 16–1), 559 – 562 (Lesson 16–2), 567 – 570 (Lesson 16–4), 571 – 574 (Lesson 16–5), 575 – 578 (Lesson 16–6), 579 – 582 (Lesson 16–7), 584 (Reteaching Sets A, C, D)

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TE: 151A – 190B (Lessons 5–1 to 5–10), 192 (Reteaching Sets A–D), 195A – 222B (Lessons 6–1 to 6–7), 224 (Reteaching Sets A–D), 227A – 254B (Lessons 7–1 to 7–7), 256 (Reteaching Sets A–D), 259A – 262B (Lesson 8–1), 267A – 270B (Lesson 8–3), 271A – 274B (Lesson 8–4), 279A – 282B (Lesson 8–6), 287A – 290B (Lesson 8–8), 292 (Reteaching Sets A, D), 375A – 378B (Lesson 10–7), 523A – 526B (Lesson 15–1), 527A – 530B (Lesson 15–2), 535A – 538B (Lesson 15–4), 539A – 542B (Lesson 15–5), 543A – 546B (Lesson 15–6), 547A – 550B (Lesson 15–7), 552 (Reteaching Sets A, C, D), 555A – 558B (Lesson 16–1), 559A – 562B (Lesson 16–2), 567A – 570B (Lesson 16–4), 571A – 574B (Lesson 16–5), 575A – 578B (Lesson 16–6), 579A – 582B (Lesson 16–7), 584 (Reteaching Sets A, C, D)

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MA.2.A.2.3 Estimate solutions to multi-digit addition and subtraction problems through three digits.

Moderate SE: 263 – 266 (Lesson 8–2), 275 – 278 (Lesson 8–5), 292 (Reteaching Sets B, C), 531 – 534 (Lesson 15–3), 552 (Reteaching Set B), 563 – 566 (Lesson 16–3), 584 (Reteaching Set B)

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TE: 263A – 266B (Lesson 8–2), 275A – 278B (Lesson 8–5), 292 (Reteaching Sets B, C), 531A – 534B (Lesson 15–3), 552 (Reteaching Set B), 563A – 566B (Lesson 16–3), 584 (Reteaching Set B)

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MA.2.A.2.4 Solve addition and subtraction problems that involve measurement and geometry.

High SE: 259 – 262 (Lesson 8–1), 271 – 274 (Lesson 8–4), 283 – 286 (Lesson 8–7), 292 (Reteaching Set A), 375 – 378 (Lesson 10–7), 407 – 410 (Lesson 11–7), 543 – 546 (Lesson 15–6), 575 – 578 (Lesson 16–6)

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TE: 259A – 262B (Lesson 8–1), 271A – 274B (Lesson 8–4), 283A – 286B (Lesson 8–7), 292 (Reteaching Set A), 375A – 378B (Lesson 10–7), 407A – 410B (Lesson 11–7), 543A – 546B (Lesson 15–6), 575A – 578B (Lesson 16–6)

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MA.2.G.3.1 Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects.

Moderate SE: 383 – 386 (Lesson 11–1), 387 – 390 (Lesson 11–2), 391 – 394 (Lesson 11–3), 395 – 398 (Lesson 11–4), 399 – 402 (Lesson 11–5), 420 (Reteaching Sets A, B), 447 – 550 (Lesson 12–7)

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TE: 383A – 386B (Lesson 11–1), 387A – 390B (Lesson 11–2), 391A – 394B (Lesson 11–3), 395A – 398B (Lesson 11–4), 399A – 402B (Lesson 11–5), 420 (Reteaching Sets A, B), 447A – 550B (Lesson 12–7)

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MA.2.G.3.2 Describe the inverse relationship between the size of a unit and number of units needed to measure a given object.

Moderate SE: 403 – 406 (Lesson 11–6), 415 – 418 (Lesson 11–9), 420 (Reteaching Set C)

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TE: 403A – 406B (Lesson 11–6), 415A – 418B (Lesson 11–9), 420 (Reteaching Set C)

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MA.2.G.3.3 Apply the Transitive Property when comparing lengths of objects. Moderate SE: 411 – 414 (Lesson 11–8), 415 – 418 (Lesson 11–9), 420 (Reteaching Set D)

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TE: 411A – 414B (Lesson 11–8), 415A – 418B (Lesson 11–9), 420 (Reteaching Set D)

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MA.2.G.3.4 Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.

High SE: 383 – 386 (Lesson 11–1), 387 – 390 (Lesson 11–2), 391 – 394 (Lesson 11–3), 395 – 398 (Lesson 11–4), 399 – 402 (Lesson 11–5), 403 – 406 (Lesson 11–6), 415 – 418 (Lesson 11–9), 420 (Reteaching Sets A–C)

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TE: 383A – 386B (Lesson 11–1), 387A – 390B (Lesson 11–2), 391A – 394B (Lesson 11–3), 395A – 398B (Lesson 11–4), 399A – 402B (Lesson 11–5), 403A – 406B (Lesson 11–6), 415A – 418B (Lesson 11–9), 420 (Reteaching Sets A–C)

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MA.2.A.4.1 Extend number patterns to build a foundation for understanding multiples and factors - for example, skip counting by 2's, 5's, 10's.

Moderate SE: 295 – 298 (Lesson 9–1), 299 – 302 (Lesson 9–2) I

TE: 295A – 298B (Lesson 9–1), 299A – 302B (Lesson 9–2)

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MA.2.A.4.2 Classify numbers as odd or even and explain why. Moderate SE: 303 – 306 (Lesson 9–3), 348 (Reteaching Set A), 515 – 518 (Lesson 14–6)

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TE: 303A – 306B (Lesson 9–3), 348 (Reteaching Set A), 515A – 518B (Lesson 14–6)

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MA.2.A.4.3 Generalize numeric and non-numeric patterns using words and tables. High SE: 307 – 310 (Lesson 9–4), 311 – 314 (Lesson 9–5), 315 – 318 (Lesson 9–6), 319 – 322 (Lesson 9–7), 323 – 326 (Lesson 9–8), 335 – 338 (Lesson 9–11), 348 (Reteaching Set B), 471 – 474 (Lesson 13–5), 487 – 490 (Lesson 13–9)

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TE: 307A – 310B (Lesson 9–4), 311A – 314B (Lesson 9–5), 315A – 318B (Lesson 9–6), 319A – 322B (Lesson 9–7), 323A – 326B (Lesson 9–8), 335A – 338B (Lesson 9–11), 348 (Reteaching Set B), 471A – 474B (Lesson 13–5), 487A – 490B (Lesson 13–9)

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MA.2.A.4.4 Describe and apply equality to solve problems, such as in balancing situations. High SE: 339 – 342 (Lesson 9–12), 343 – 346 (Lesson 9–13), 348 (Reteaching Set D)

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MA.2.A.4.5 Recognize and state rules for functions that use addition and subtraction. High SE: 327 – 330 (Lesson 9–9), 331 – 334 (Lesson 9–10), 335 – 338 (Lesson 9–11), 348 (Reteaching Set C)

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TE: 327A – 330B (Lesson 9–9), 331A – 334B (Lesson 9–10), 335A – 338B (Lesson 9–11), 348 (Reteaching Set C)

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MA.2.G.5.1 Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions.

Moderate SE: 351 – 354 (Lesson 10–1), 355 – 358 (Lesson 10–2), 359 – 362 (Lesson 10–3), 380 (Reteaching Sets A, B)

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TE: 351A – 354B (Lesson 10–1), 355A – 358B (Lesson 10–2), 359A – 362B (Lesson 10–3), 380 (Reteaching Sets A, B)

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MA.2.G.5.2 Identify time to the nearest hour and half hour. Low SE: 363 – 366 (Lesson 10–4), 367 – 370 (Lesson 10–5), 371 – 374 (Lesson 10–6), 380 (Reteaching Sets C, D)

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TE: 363A – 366B (Lesson 10–4), 367A – 370B (Lesson 10–5), 371A – 374B (Lesson 10–6), 380 (Reteaching Sets C, D)

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MA.2.G.5.3 Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency.

Moderate SE: 115 – 118 (Lesson 4–2), 119 – 122 (Lesson 4–3), 123 – 126 (Lesson 4–4), 127 – 130 (Lesson 4–5), 131 – 134 (Lesson 4–6), 135 – 138 (Lesson 4–7), 139 – 142 (Lesson 4–8), 143 – 146 (Lesson 4–9), 148 (Reteaching Sets A–D)

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TE: 115A – 118B (Lesson 4–2), 119A – 122B (Lesson 4–3), 123A – 126B (Lesson 4–4), 127A – 130B (Lesson 4–5), 131A – 134B (Lesson 4–6), 135A – 138B (Lesson 4–7), 139A – 142B (Lesson 4–8), 143A – 146B (Lesson 4–9), 148 (Reteaching Sets A–D)

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MA.2.G.5.4 Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL) and liters (L).

Low SE: 423 – 426 (Lesson 12–1), 427 – 430 (Lesson 12–2), 431 – 434 (Lesson 12–3), 435 – 438 (Lesson 12–4), 439 – 442 (Lesson 12–5), 443 – 446 (Lesson 12–6), 447 – 450 (Lesson 12–7), 452 (Reteaching Sets A–D)

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TE: 423A – 426B (Lesson 12–1), 427A – 430B (Lesson 12–2), 431A – 434B (Lesson 12–3), 435A – 438B (Lesson 12–4), 439A – 442B (Lesson 12–5), 443A – 446B (Lesson 12–6), 447A – 450B (Lesson 12–7), 452 (Reteaching Sets A–D)

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MA.2.A.6.1 Solve problems that involve repeated addition. Moderate SE: 111 – 114 (Lesson 4–1), 139 – 142 (Lesson 4–8), 148 (Reteaching Set C), 283 – 286 (Lesson 8–7), 435 – 438 (Lesson 12–4)

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TE: 111A – 114B (Lesson 4–1), 139A – 142B (Lesson 4–8), 148 (Reteaching Set C), 283A – 286B (Lesson 8–7), 435A – 438B (Lesson 12–4)

I


SE: 151 – 154 (Lesson 5–1), 155 – 158 (Lesson 5–2), 159 – 162 (Lesson 5–3), 163 – 166 (Lesson 5–4), 195 – 198 (Lesson 6–1), 199 – 202 (Lesson 6–2), 203 – 206 (Lesson 6–3), 207 – 210 (Lesson 6–4), 211 – 214 (Lesson 6–5), 307 – 346 (Lessons 9–1 to 9–13)

SE: 103 – 106 (Lesson 3–7), 139 – 142 (Lesson 4–8), 143 – 146 (Lesson 4–9), 287 – 290 (Lesson 8–8), 355 – 358 (Lesson 10–2), 371 – 374 (Lesson 10–6), 407 – 410 (Lesson 11–7)SE: 71 – 74 (Lesson 2–9), 219 – 222 (Lesson 6–7), 247 – 250 (Lesson 7–6), 287 – 290 (Lesson 8–8), 343 – 346 (Lesson 9–13), 547 – 550 (Lesson 15–7), 555 – 558 (Lesson 16–1)TE: 31 (Lesson 1–8), 39 (Lesson 2–1), 187 (Lesson 5–10), 259 (Lesson 8–1), 343 (Lesson 9–13), 383 (Lesson 11–1), 423 (Lesson 12–1), 555 (Lesson 16–1)

TE: 39 (Lesson 2–1), 43 (Lesson 2–2), 47 (Lesson 2–3), 51 (Lesson 2–4), 59 (Lesson 2–6), 63 (Lesson 2–7), 67 (Lesson 2–8), 111 (Lesson 4–1), 139 (Lesson 4–8), 283 (Lesson 8–7), 151 (Lesson 5–1), 163 (Lesson 5–4), 207 (Lesson 6–5), 315 (Lesson 9–6), 319 (Lesson 9–7), 323 (Lesson 9–8)TE: 38 (Topic 2 Florida Math Project), 110 (Topic 4 Florida Math Project), 150 (Topic 5 Florida Math Project), 422 (Topic 12 Florida Math Project), 454 (Topic 13 Florida Math Project)







(Committee Member Use Only)

OVERALL INSTRUCTIONAL QUALITY

IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED

TYPICAL OF THE APPROACH TAKEN IN

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Committee Member Evaluation



MAJOR TOOLI/M*

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SE: 23–26 (Lesson 1–6), 187–190 (Lesson 5–10), 195–198 (Lesson 6–1), 227–230 (Lesson 7–1), 260-261 (lesson 8–1), 267–270 (Lesson 8–3), 339–342 (Lesson 9–12), 403–406 (Lesson 11–6), 523–526 (Lesson 15–1), 555–558 (Lesson 16–1)








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MA.2.A.1.In.a Apply the concept of grouping to create sets of tens and ones to 20 as a strategy to aid in counting.

SE: 27–30 (Lesson 1–7), 59–62 (Lesson 2–6) M

MA.2.A.1.Su.a Use one-to-one correspondence to count, compare, and order sets of objects to 5 or more.

SE: 11–14 (Lesson 1–3), 15–18 (Lesson 1–4), 43–46 (Lesson 2–2), 79–82 (Lesson 3–1), 99–102 (Lesson 3–6)

M

MA.2.A.1.Pa.a Match one object to a designated space to show one-to-one correspondence.


MA.2.A.1.In.b Represent numbers to 20 using sets of objects and pictures, number names, and numerals.

SE: 83–86 (Lesson 3–2) M

MA.2.A.1.Su.b Represent quantities to 5 or more using sets of objects, number names, and numerals.

SE: 83–86 (Lesson 3–2) M

MA.2.A.1.Pa.b Associate quantities 1 and 2 with number names.

SE: 83–86 (Lesson 3–2) M

MA.2.A.1.In.c Identify and use ordinal numbers to fifth. SE: 95–98 (Lesson 3–5), 99–102 (Lesson 3–6) MMA.2.A.1.In.d Use one-to-one correspondence to count,

compare, and order whole numbers 0 to 20.SE: 79–82 (Lesson 3–1), 87–90 (Lesson 3–3) M

MA.2.A.2.In.a Identify the meaning of the +, -, and = signs in addition and subtraction problems.

SE: 3–6 (Lesson 1–1), 31–34 (Lesson 1–8), 39–42 (Lesson 2–1), 43–46 (Lesson 2–2)

M

MA.2.A.2.Su.a Identify the meaning of addition as adding to and subtraction as taking away from, using sets of objects.

SE: 3–6 (Lesson 1–1), 39–42 (Lesson 2–1), 43–46 (Lesson 2–2)

M

MA.2.A.2.Pa.a Compare quantities to 3 using language, such as more, less, or the same.


M


Mathematics2Mathematics - Grade Two 5012040Scott Foresman-Addison Wesley enVisionMATH Florida, Grade 21509Pearson publishing as Scott Foresman-Addison Wesley22-160-3684-02


INSTRUCTIONAL MATERIALS CORRELATIONACCESS POINTS



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MA.2.A.2.In.b Use counting and one-to-one correspondence as strategies to solve problems involving addition facts with sums to 10 and related subtraction facts using numerals with sets of pictures.


MA.2.A.2.Su.b Use counting and one-to-one correspondence as strategies to solve number stories involving addition facts with sums to 5 and related subtraction facts using sets of objects.


MA.2.A.2.Pa.b Solve simple real-world problems involving joining or separating small quantities of objects.


M

MA.2.A.2.In.c Solve real-world problems involving addition facts with sums to 10 and related subtraction facts, including money, measurement, geometry, and other problem situations.

SE: 259–262 (Lesson 8–1), 271–274 (Lesson 8–4), 283–286 (Lesson 8–7), 407–410 (Lesson 11–7), 543–546 (Lesson 15–6), 575–578 (Lesson 16–6)

M

MA.2.A.2.Su.c Solve real-world problems involving addition facts with sums to 5 and related subtraction facts using sets of objects.

M

MA.2.G.3.In.a Use standard units of whole inches to measure the length of objects.


MA.2.G.3.Su.a Measure the length of objects using nonstandard units of measure and count to 5 or more units.

SE: 415–418 (Lesson 11–9) M

MA.2.G.3.Pa.a Recognize length of real objects, such as big, little, long, or short.

SE: 411–414 (Lesson 11–8) M

MA.2.G.3.In.b Compare and order objects of different lengths. SE: 411–414 (Lesson 11–8) M

MA.2.G.3.Su.b Compare lengths of objects to solve real-world problems.

SE: 411–414 (Lesson 11–8) M

MA.2.G.3.In.c Select and use a ruler to measure and compare lengths to solve problems.

SE: 383–386 (Lesson 11–1), 387–390 (Lesson 11–2), 395–398 (Lesson 11–4), 399–402 (Lesson 11–5), 403–406 (Lesson 11–6)

M

MA.2.A.4.In.a Identify two-element repeating visual patterns and extend with one repetition.

SE: 319–322 (Lesson 9–7) M

MA.2.A.4.Su.a Match two-element repeating patterns of sounds, physical movements, and objects.

SE: 319–322 (Lesson 9–7) M

MA.2.A.4.Pa.a Recognize a repeated pattern of stimuli, such as sounds or lights.

SE: 319–322 (Lesson 9–7) M

MA.2.A.4.In.b Fill in missing items in two-element repeating visual patterns.


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MA.2.A.4.Su.b Use the rule, 1 more, to identify the next number with numbers 1 to 5.

SE: 7–10 (Lesson 1–2) M

MA.2.A.4.Pa.b Use one-to-one correspondence to identify sets of objects with the same amount to 2.

SE: 299–302 (Lesson 9–2) M

MA.2.A.4.In.c Identify equal and unequal sets of objects and pictures to 20.


MA.2.A.4.Su.c Use one-to-one correspondence to identify sets of objects with the same number to 5.


MA.2.A.4.In.d Recognize rules for addition functions, including 1 more and 2 more.

SE: 7–10 (Lesson 1–2) M

MA.2.G.5.In.a Match parts with the whole using geometric shapes.


M

MA.2.G.5.Su.a Identify part and whole of geometric shapes. SE: 351–354 (Lesson 10–1) MMA.2.G.5.Pa.a Recognize parts of common objects. SE: 351–354 (Lesson 10–1) MMA.2.G.5.In.b Identify concepts of time, including before, after,

yesterday, today, tomorrow, first, and next, by relating activities with the time period.


MA.2.G.5.Su.b Identify the concepts of time, including morning, afternoon, before, after, and next, by relating activities with the time period.

M

MA.2.G.5.Pa.b Recognize common activities that occur at regular times, such as lunch, bedtime, or going to school.

M

MA.2.G.5.In.c Identify the days of the week in relation to the calendar.

M

MA.2.G.5.Su.c Identify coins as money. SE: 115–118 (Lesson 4–2), 119–122 (Lesson 4–3), 123–126 (Lesson 4–4), 127–130 (Lesson 4–5)

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MA.2.G.5.Pa.c Associate giving an action or object with receiving an action or object.


MA.2.G.5.In.d Identify analog and digital clocks as tools for telling time.


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MA.2.G.5.Su.d Compare weight of objects using the concepts of heavy and light.


MA.2.G.5.Pa.d Recognize differences in sizes of containers that hold liquids (capacity).

SE: 423–426 (Lesson 12–1), 427–430 (Lesson 12–2), 431–434 (Lesson 12–3), 435-438 (Lesson 12–4)

M

MA.2.G.5.In.e Identify the purpose of coins and bills. SE: 115–118 (Lesson 4–2), 119–122 (Lesson 4–3), 123–126 (Lesson 4–4), 127–130 (Lesson 4–5), 131–134 (Lesson 4–6), 135–138 (Lesson 4–7)

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MA.2.G.5.In.f Compare objects by weight—using terms including heavy and light—and capacity, using terms including holds more and holds less.


MA.2.A.6.In.a Solve problems involving addition of the same number, such as 1+1 or 2+2 with sums to 10.


MA.2.A.6.Su.a Solve problems involving combining sets with the same number of objects with sums to 4 using one-to-one correspondence and counting.


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MA.2.A.6.Pa.a Solve simple problems involving joining sets of objects with the same quantity to 2.




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MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

Moderate SE: 100 – 101 (Lesson 5–1), 102 – 105 (Lesson 5–2), 106 – 107 (Lesson 5–3), 116 (Reteaching Sets A–C), 120 – 123 (Lesson 6–1), 124 – 125 (Lesson 6–2), 130 – 131 (Lesson 6–5), 134 – 135 (Reteaching Sets A, B, E), 138 – 139 (Lesson 7–1), 140 – 141 (Lesson 7–2), 142 – 145 (Lesson 7–3), 146 – 147 (Lesson 7–4), 148 – 149 (Lesson 7–5), 150 – 151 (Lesson 7–6), 160 – 161 (Reteaching Sets A–D), 164 – 165 (Lesson 8–1), 166 – 167 (Lesson 8–2), 170 – 171 (Lesson 8–4), 178 – 179 (Reteaching Sets A, C), 182 – 185 (Lesson 9–1), 186 – 187 (Lesson 9–2), 188 – 189 (Lesson 9–3), 194 – 195 (Lesson 9–6), 202 – 203 (Reteaching Sets A, B, E)

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TE: 100A – 101B (Lesson 5–1), 102A – 105B (Lesson 5–2), 106A – 107B (Lesson 5–3), 116 (Reteaching Sets A–C), 120A – 123B (Lesson 6–1), 124A – 125B (Lesson 6–2), 130A – 131B (Lesson 6–5), 134 (Reteaching Sets A, B, E), 138A – 139B (Lesson 7–1), 140A – 141B (Lesson 7–2), 142A – 145B (Lesson 7–3), 146A – 147B (Lesson 7–4), 148A – 149B (Lesson 7–5), 150A – 151B (Lesson 7–6), 160 (Reteaching Sets A – D), 164A – 165B (Lesson 8–1), 166A – 167B (Lesson 8–2), 170A – 171B (Lesson 8–4), 178 (Reteaching Sets A, C), 182A – 185B (Lesson 9–1), 186A – 187B (Lesson 9–2), 188A – 189B (Lesson 9–3) 194A – 195B (Lesson 9–6), 202 (Reteaching Sets A, B, E)

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MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties.

High SE: 102 – 105 (Lesson 5–2), 108 – 109 (Lesson 5–4), 110 – 113 (Lesson 5–5), 116 – 117 (Reteaching Sets B, D, E), 126 – 127 (Lesson 6–3), 134 (Reteaching Set C), 138 – 139 (Lesson 7–1), 140 – 141, (Lesson 7–2), 142 – 145 (Lesson 7–3), 146 – 147 (Lesson 7–4), 148 – 149 (Lesson 7–5), 152 – 153 (Lesson 7–7), 160 – 161 (Reteaching Sets A–C, E), 190 – 191 (Lesson 9–4), 192 – 193 (Lesson 9–5), 202 – 203 (Reteaching Sets C, D)

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COURSE STANDARDS






Mathematics3Mathematics - Grade Three 5012050


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TE: 102A – 105B (Lesson 5–2), 108A – 109B (Lesson 5–4), 110A – 113B (Lesson 5–5), 116 (Reteaching Sets B, D, E), 126A – 127B (Lesson 6–3), 134 (Reteaching Set C), 138A – 139B (Lesson 7–1), 140A – 141B (Lesson 7–2), 142A – 145B (Lesson 7–3), 146A – 147B (Lesson 7–4), 148A – 149B (Lesson 7–5), 152A – 153B (Lesson 7–7), 160 (Reteaching Sets A–C, E), 190A – 191B (Lesson 9–4), 192A – 193B (Lesson 9–5), 202 (Reteaching Sets C, D)

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MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations. Moderate SE: 168 – 169 (Lesson 8–3), 178 (Reteaching Set B), 182 – 185 (Lesson 9–1), 186 – 187 (Lesson 9–2), 188 – 189 (Lesson 9–3), 192 – 193 (Lesson 9–5), 194 – 195 (Lesson 9–6), 196 – 199 (Lesson 9–7), 202 – 203 (Reteaching Sets A, B, D–F)

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TE: 168A – 169B (Lesson 8–3), 178 (Reteaching Set B), 182A – 185B (Lesson 9–1), 186A – 187B (Lesson 9–2), 188A – 189B (Lesson 9–3), 192A – 193B (Lesson 9–5), 194A – 195B (Lesson 9–6), 196A – 199B (Lesson 9–7), 202 (Reteaching Sets A, B, D–F)

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MA.3.A.2.1 Represent fractions, including fractions greater than one, using area, set, and linear models.

Moderate SE: 278 – 279 (Lesson 13–1), 280 – 281 (Lesson 13–2), 282 – 283 (Lesson 13–3), 286 – 289 (Lesson 13–5), 290 – 291 (Lesson 13–6), 292 – 293 (Lesson 13–7), 298 – 299 (Reteaching Sets A, B, D, E), 316 – 317 (Lesson 14–5), 322 – 323 (Lesson 14–8), 330 – 331 (Reteaching Sets E, H)

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TE: 278A – 279B (Lesson 13–1), 280A – 281B (Lesson 13–2), 282A – 283B (Lesson 13–3), 286A – 289B (Lesson 13–5), 290A – 291B (Lesson 13–6), 292A – 293B (Lesson 13–7), 298 (Reteaching Sets A, B, D, E), 316A – 317B (Lesson 14–5), 322A – 323B (Lesson 14–8), 330 – 331 (Reteaching Sets E, H)

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MA.3.A.2.2 Describe how the size of the fractional part is related to the number of equal sized pieces in the whole.

Moderate SE: 278 – 279 (Lesson 13–1), 280 – 281 (Lesson 13–2), 282 – 283 (Lesson 13–3), 284 – 285 (Lesson 13–4), 286 – 289 (Lesson 13–5), 290 – 291 (Lesson 13–6), 298 – 299 (Reteaching Sets A–E), 308 – 311 (Lesson 14–3), 312 – 315 (Lesson 14–4), 329 (Reteaching Sets C, D)

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TE: 278A – 279B (Lesson 13–1), 280A – 281B (Lesson 13–2), 282A – 283B (Lesson 13–3) 284A – 285B (Lesson 13–4), 286A – 289B (Lesson 13–5), 290A – 291B (Lesson 13–6), 298 (Reteaching Sets A–E), 308A – 311B (Lesson 14–3), 312A – 315B (Lesson 14–4), 328 (Reteaching Sets C)

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MA.3.A.2.3 Compare and order fractions, including fractions greater than one, using models and strategies.

Moderate SE: 302 – 303 (Lesson 14–1), 304 – 307 (Lesson 14–2), 308 – 311 (Lesson 14–3), 312 - 315 (Lesson 14-4), 318 – 319 (Lesson 14–6), 320 – 321 (Lesson 14–7), 328 – 330 (Reteaching Sets A–C, F, G)

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TE: 302A – 303B (Lesson 14–1), 304A – 307B (Lesson 14–2), 308A – 311B (Lesson 14–3), 312A - 315B (Lesson 14-4), 318A – 319B (Lesson 14–6), 320A – 321B (Lesson 14–7), 328 and 330 (Reteaching Sets A–C, F, G)

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MA.3.A.2.4 Use models to represent equivalent fractions, including fractions greater than 1, and identify representations of equivalence.

Moderate SE: 302 – 303 (Lesson 14–1), 308 – 311 (Lesson 14–3), 312 – 315 (Lesson 14–4), 316 – 317 (Lesson 14–5), 328 – 330 (Reteaching Sets A, C–E)

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TE: 302A – 303B (Lesson 14–1), 308A – 311B (Lesson 14–3), 312A – 315B (Lesson 14–4), 316A – 317B (Lesson 14–5), 328 and 330 (Reteaching Sets A, C–E)

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MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variables, tables, and graphs.

High SE: 110 – 113 (Lesson 5–5), 117 (Reteaching Set E), 120 – 123 (Lesson 6–1), 124 – 125 (Lesson 6–2), 128 – 129 (Lesson 6–4), 134 – 135 (Reteaching Sets A, B, D), 206 – 209 (Lesson 10–1), 210 – 211 (Lesson 10–2), 212 – 213 (Lesson 10–3), 214 – 217 (Lesson 10–4), 218 – 219 (Lesson 10–5), 220 – 221 (Lesson 10–6), 222 – 225 (Lesson 10–7), 232 – 233 (Reteaching Sets A–E), 294 – 295 (Lesson 13–8), 299 (Reteaching Set F), 324 – 325 (Lesson 14–9), 331 (Reteaching Set I), 340 – 341 (Lesson 15–3), 354 Reteaching Set B

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TE: 110A – 113B (Lesson 5–5), 116 (Reteaching Set E), 120A – 123B (Lesson 6–1), 124A – 125B (Lesson 6–2), 128A – 129B (Lesson 6–4), 134 (Reteaching Sets A, B, D), 206A – 209B (Lesson 10–1), 210A – 211B (Lesson 10–2), 212A – 213B (Lesson 10–3), 214A – 217B (Lesson 10–4), 218A – 219B (Lesson 10–5), 220A – 221B (Lesson 10–6), 222A – 225B (Lesson 10–7), 232 (Reteaching Sets A–E), 294A – 295B (Lesson 13–8), 298 (Reteaching Set F) 324A – 325B (Lesson 14–9), 330 (Reteaching Set I), 340A – 341B (Lesson 15–3), 354 (Reteaching Set B)

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MA.3.A.6.1 Represent, compute, estimate, and solve problems using numbers through hundred thousands.

High SE: 4 – 5 (Lesson 1–1), 6 – 7 (Lesson 1–2), 8 – 9 (Lesson 1–3), 10 – 13 (Lesson 1–4), 14 – 15 (Lesson 1–5), 20 – 21 (Reteaching Sets A–E), 24 – 27 (Lesson 2–1), 28 – 31 (Lesson 2–2), 32 – 33 (Lesson 2–3), 34 – 35 (Lesson 2–4), 36 – 39 (Lesson 2–5), 40 – 41 (Lesson 2–6), 42 – 43 (Lesson 2–7), 46 – 47 (Reteaching Sets A–E), 50 – 51 (Lesson 3–1), 52 – 53 (Lesson 3–2), 54 – 55 (Lesson 3–3), 56 – 57 (Lesson 3–4), 58 – 59 (Lesson 3–5) 60 – 61 (Lesson 3–6), 62 – 63 (Lesson 3–7), 64 – 67 (Lesson 3–8), 70 – 71 (Reteaching Sets A–F), 110 – 113 (Lesson 5–5), 117 (Reteaching Set E), 130 – 131 (Lesson 6–5), 135 (Reteaching Set E), 154 – 157 (Lesson 7–8), 161 (Reteaching Set F), 172 – 175 (Lesson 8–5), 179 (Reteaching Set D), 190 – 191 (Lesson 9–4), 196 – 199 (Lesson 9–7), 202 – 203 (Reteaching Sets C, F), 226 – 229 (Lesson 10–8), 233 (Reteaching Set F), 340 – 341 (Lesson 15–3), 350 – 351 (Lesson 15–8), 354 – 355 (Reteaching Sets B, E)

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MA.3.A.1.In.a Solve problems that involve combining (multiplying) equal sets with quantities to 18 using objects and pictures with numerals.

SE: 100-101 (Lesson 5-1), 102-105 (Lesson 5-2), 106-107 (Lesson 5-3), 108-109 (Lesson 5-4) TE: 100A-101B, (Lesson 5-1), 102A-105B (Lesson 5-2), 106A-107B (Lesson 5-3), 108A-109B (Lesson 5-4)

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MA.3.A.1.In.b Solve addition facts with sums to 18 and related subtraction one-digit fact families using the formal algorithm with numerals and signs (+, -, =).

SE: 23 (Topic 2 Review What You Know!), 49 (Topic 3 Review What You Know!), 99 (Topic 5 Review What You Know!)

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MA.3.A.1.In.c Use one-to-one correspondence, grouping, and counting as strategies to solve real-world problems involving addition facts with sums to 18 and related subtraction facts.

TE: 67B (Lesson 3-8), 85B (Lesson 4-4), 131B (Lesson 6-5), 351B (Lesson 15-8)

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MA.3.A.1.In.d Use objects and pictures to represent the inverse relationship between addition and subtraction facts.

SE: 62-63 (Lesson 3-7) TE: 62A-63B (Lesson 3-7)

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MA.3.A.1.Pa.a Solve simple problems involving joining or separating sets of objects to 3.

MA.3.A.1.Pa.b Recognize when 1 or 2 items have been added to or removed from sets of objects to 3.

TE: 118F (Topic 6), 125B (Lesson 6-2) M

MA.3.A.1.Su.a Solve problems that involve combining (multiplying) equal sets with sums to 9 using objects and pictures.

TE: 98F (Topic 5), 101B (Lesson 5-1), 107B (Lesson 5-3), 118F (Topic 6), 123B (Lesson 6- 1), 127B (Lesson 6-3)

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MA.3.A.1.Su.b Solve addition facts with sums to 9 and related subtraction facts using numerals with objects and pictures.


Mathematics3Mathematics - Grade Three 5012050Scott Foresman-Addison Wesley enVisionMATH Florida, Grade 31509Pearson publishing as Scott Foresman-Addison Wesley22-160-3684-02


INSTRUCTIONAL MATERIALS CORRELATIONACCESS POINTS



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MA.3.A.1.Su.c Use one-to-one correspondence and counting as strategies to solve real-world problems with addition facts with sums to 9 and related subtraction facts.

MA.3.A.2.In.a Represent half and whole using area and sets of objects.

SE: 278-279 (Lesson 13-1), 280-281 (Lesson 13-2), 282-283 (Lesson 13-3) TE: 278A-279B (Lesson 13-1), 280A-281B (Lesson 13-2), 282A-283B (Lesson 13-3)

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MA.3.A.2.In.b Identify the relationship between half and whole. SE: 278-279 (Lesson 13-1), 280-281 (Lesson 13-2), 282-283 (Lesson 13-3) TE: 278A-279B (Lesson 13-1), 280A-281B (Lesson 13-2), 282A-283B (Lesson 13-3)

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MA.3.A.2.Pa.a Recognize parts of whole objects and parts of sets of objects.

SE: 277 (Topic 13 Review What You Know!), 278-279 (Lesson 13-1), 280-281 (Lesson 13-2), 282-283 (Lesson 13-3), 284-285 (Lesson 13-4) TE: 278A-279B (Lesson 13-1), 280A-281B (Lesson 13-2), 282A-283B (Lesson 13-3), 284A-285B (Lesson 13-4)

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MA.3.A.2.Su.a Recognize part and whole using area and sets of objects.

SE: 277 (Topic 13 Review What You Know!), 278-279 (Lesson 13-1), 280-281 (Lesson 13-2), 282-283 (Lesson 13-3), 284-285 (Lesson 13-4) TE: 278A-279B (Lesson 13-1), 280A-281B (Lesson 13-2), 282A-283B (Lesson 13-3), 284A-285B (Lesson 13-4)

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MA.3.A.4.In.a Complete growing visual and number patterns. SE: 73 (Topic 4 Review What You Know!), 120-122 (Lesson 6-1), 124-125 (Lesson 6-2), 128-129 (Lesson 6-4), 137 (Topic 7 Review What You Know!), 205 (Topic 10 Review What You Know!), 206-209 (Lesson 10-1), 210-211 (Lesson 10-2), 212-213 (Lesson 10-3), 340-341 (Lesson 15-3) TE: 120A-122 (Lesson 6-1), 124A-125B (Lesson 6-2), 128A-129B (Lesson 6-4), 206A-209B (Lesson 10-1), 210A-211B (Lesson 10-2), 212A-213B (Lesson 10-3), 340A-341B (Lesson 15-3)

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MA.3.A.4.Pa.a Recognize the next step in a simple pattern or sequence of activities.


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MA.3.A.4.Su.a Match a two-element repeating visual pattern using objects and pictures.

SE: 206-209 (Lesson 10-1), 259 (Topic 12 Review What You Know!) TE: 206A-209B (Lesson 10-1)

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MA.3.A.6.In.a Express, represent, and solve problems with cardinal numbers 0 to 30 and ordinal numbers to tenth using sets of objects or pictures, number names, and numerals.


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MA.3.A.6.In.b Apply the concepts of counting and grouping to create sets of tens and ones to identify the value of whole numbers to 30.

TE: 22G-22H (Topic 2), 48H (Topic 3) M

MA.3.A.6.Pa.a Recognize quantities 1 to 3 using sets of objects, pictures, or number names.

TE: 151B (Lesson 7-6) M

MA.3.A.6.Pa.b Match objects to marked spaces to show one-to-one correspondence for quantities 1 to 3.

MA.3.A.6.Su.a Express, represent, and solve problems with numbers to 10 using sets of objects and pictures, number names, and numerals.

TE: 17B (Lesson 1-6), 72G-72H (Topic 4), 83B (Lesson 4-3), 229B (Lesson 10-8)

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MA.3.A.6.Su.b Use one-to-one correspondence to count sets of objects to 10.

TE: 48H (Topic 3) M

MA.3.G.3.In.a Identify attributes, including number of sides, curved or straight sides, and number of corners (angles), in two-dimensional shapes.


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MA.3.G.3.In.b Combine (compose) and separate (decompose) two-dimensional shapes to make other shapes.


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MA.3.G.3.In.c Identify two-dimensional shapes that are the same shape and size (congruent).

SE: 260-261 (Lesson 12-1), 264-265 (Lesson 12-3), 266-267 (Lesson 12-4), 268-269 (Lesson 12-5) TE: 260A-261B (Lesson 12-1), 264A-265B (Lesson 12-3), 266A-267B (Lesson 12-5)

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MA.3.G.3.Pa.a Recognize common objects with two-dimensional shapes, such as circle and square.


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MA.3.G.3.Pa.b Recognize two-dimensional shapes, including circle and square, that are the same shape and size (congruent).


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MA.3.G.3.Su.a Sort two-dimensional shapes by single attributes, including numbers of sides and curved or straight sides.

SE: 238-239 (Lesson 11-2), 240-243 (Lesson 11-3), 244-245 (Lesson 11-4), 246-247 (Lesson 11-5), 348-349 (Lesson 15-7) TE: 238A-239B (Lesson 11-2), 240A-243B (Lesson 11-3), 244A-245B (Lesson 11-4), 246A-247B (Lesson 11-5), 348A-349B (Lesson 15-7)

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MA.3.G.3.Su.b Combine (compose) two shapes to make other shapes.


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MA.3.G.3.Su.c Match two-dimensional shapes that are the same shape and size (congruent).

SE: 260-261 (Lesson 12-1), 264-265 (Lesson 12-3), 266-267 (Lesson 12-4), 268-269 (Lesson 12-5) TE: 260A-261B (Lesson 12-1), 264A-265B (Lesson 12-3), 266A-267B (Lesson 12-5)

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MA.3.G.5.In.a Use a ruler to solve problems involving the length of sides of squares and rectangles.

SE: 334-337 (Lesson 15-1), 338-339 (Lesson 15-2), 344-345 (Lesson 15-5), 346-347 (Lesson 15-6) TE: 334A-337B (Lesson 15-1), 338A-339B (Lesson 15-2), 344A-345B (Lesson 15-5), 346A-347B (Lesson 15-6)

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MA.3.G.5.In.b Identify half and whole of the length of objects. SE: 334-337 (Lesson 15-1), 338-339 (Lesson 15-2) TE: 334A-337B (Lesson 15-1), 338A-339B (Lesson 15-2)

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MA.3.G.5.In.c Identify time to hour and half hour using analog and digital clocks.


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MA.3.G.5.In.d Identify the months of the year in relation to calendars.


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MA.3.G.5.Pa.a Recognize the sides of a square or rectangle. SE: 246-247 (Lesson 11-5), 248-249 (Lesson 15-6) TE: 246A-247B (Lesson 11-5), 248A-249B (Lesson 15-6)

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MA.3.G.5.Pa.b Recognize part of a day, such as morning or afternoon, associated with a common activity.


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MA.3.G.5.Su.a Use nonstandard measurement units to solve problems for length of sides of squares.

SE: 334-336 (Lesson 15-1), 344-345 (Lesson 15-5) TE: 334A-336B (Lesson 15-1), 344A-345B (Lesson 15-5)

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MA.3.G.5.Su.b Recognize part and whole of the length of objects.


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MA.3.G.5.Su.c Identify concepts of time, including yesterday, today, and tomorrow, by relating activities to the time period.


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MA.3.G.5.Su.d Identify the days of the week using a calendar. SE: 364-365 (Lesson 16-4) TE: 364A-365B (Lesson 16-4)

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MA.3.S.7.In.a Sort and count objects and pictures into three labeled categories and display data in an object graph or pictograph.

SE: 74-75 (Lesson 4-1), 80-83 (Lesson 4-3), 84-85 (Lesson 4-4), 86-87 (Lesson 4-5), 88-91 (Lesson 4-6) TE: 74-75 (Lesson 4-1), 80-83 (Lesson 4-3), 84-85 (Lesson 4-4), 86-87 (Lesson 4-5), 88-91 (Lesson 4-6)

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MA.3.S.7.Pa.a Identify items that belong together to form a set (data).


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MA.3.S.7.Su.a Sort objects representing data into two labeled categories and count the number in each category.

SE: 16-17 (Lesson 1-6), 74-75 (Lesson 4-1) TE: 16A-17B (Lesson 1-6), 74A-75B (Lesson 4-1)

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MA.4.A.1.1 Use and describe various models for multiplication in problem-solving situations, and demonstrate recall of basic multiplication and related division facts with ease.

Moderate SE: 30 – 31 (Lesson 2–1), 32 – 33 (Lesson 2–2), 34 – 35 (Lesson 2–3), 36 – 37 (Lesson 2–4), 38 – 39 (Lesson 2–5), 40 – 41 (Lesson 2–6), 44 – 45 (Reteaching Sets A–F), 48 – 49 (Lesson 3–1), 50 – 51 (Lesson 3–2), 52 – 53 (Lesson 3–3), 54 – 55 (Lesson 3–4), 56 – 57 (Lesson 3–5), 58 – 59 (Lesson 3–6), 60 – 61 (Lesson 3–7), 62 – 63 (Lesson 3–8), 66 – 67 (Reteaching Sets A–E), 100 – 101 (Lesson 5–4), 112 (Reteaching Set C), 126 – 127 (Lesson 6–5), 131 (Reteaching Set E)

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TE: 30A – 31B (Lesson 2–1), 32A – 33B (Lesson 2–2), 34A – 35B (Lesson 2–3), 36A – 37B (Lesson 2–4), 38A – 39B (Lesson 2–5), 40A – 41B (Lesson 2–6), 44 (Reteaching Sets A–F), 48A – 49B (Lesson 3–1), 50A – 51B (Lesson 3–2), 52A – 53B (Lesson 3–3), 54A – 55B (Lesson 3–4), 56A – 57B (Lesson 3–5), 58A – 59B (Lesson 3–6), 60A – 61B (Lesson 3–7), 62A – 63B (Lesson 3–8), 66 (Reteaching Sets A–E), 100A – 101B (Lesson 5–4), 112 (Reteaching Set C), 126A – 127B (Lesson 6–5), 130 (Reteaching Set E)

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Mathematics4Mathematics - Grade Four 5012060

COURSE STANDARDS


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MA.4.A.1.2 Multiply multi-digit whole numbers through four digits fluently, demonstrating understanding of the standard algorithm, and checking for reasonableness of results, including solving real-world problems.

High SE: 70 – 71 (Lesson 4–1), 72 – 73 (Lesson 4–2), 74 – 75 (Lesson 4–3), 76 – 77 (Lesson 4–4), 78 – 79 (Lesson 4–5), 80 – 83 (Lesson 4–6), 86 – 87 (Reteaching Sets A–F), 90 – 93 (Lesson 5–1), 94 – 95 (Lesson 5–2), 96 – 99 (Lesson 5–3), 102 – 103 (Lesson 5–5), 104 – 105 (Lesson 5–6), 106 – 109 (Lesson 5–7), 112 – 113 (Reteaching Sets A, B, D, E), 116 – 119 (Lesson 6–1), 120 – 121 (Lesson 6–2), 122 – 123 (Lesson 6–3), 124 – 125 (Lesson 6–4), 130 – 131 (Reteaching Sets A–D), 134 – 137 (Lesson 7–1), 138 – 139 (Lesson 7–2), 140 – 141 (Lesson 7–3), 142 – 143 (Lesson 7–4), 144 – 145 (Lesson 7–5), 148 – 149 (Reteaching Sets A–E), 152 – 153 (Lesson 8–1), 154 – 157 (Lesson 8–2), 158 – 159 (Lesson 8–3), 162 – 163 (Lesson 8–5), 164 – 165 (Lesson 8–6), 168 – 169 (Reteaching Sets A–C, E, F), 172 – 173 (Lesson 9–1), 174 – 175 (Lesson 9–2), 176 – 177 (Lesson 9–3), 178 – 179 (Lesson 9–4), 180 – 181 (Lesson 9–5), 188 – 189 (Reteaching Sets A–D)

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TE: 70A – 71B (Lesson 4–1), 72A – 73B (Lesson 4–2), 74A – 75B (Lesson 4–3), 76A – 77B (Lesson 4–4), 78A – 79B (Lesson 4–5), 80A – 83B (Lesson 4–6), 86 (Reteaching Sets A–F), 90A – 93B (Lesson 5–1), 94A – 95B (Lesson 5–2), 96A – 99B (Lesson 5–3), 102A – 103B (Lesson 5–5), 104A – 105B (Lesson 5–6), 106A – 109B (Lesson 5–7), 112 (Reteaching Sets A, B, D, E), 116A – 119B (Lesson 6–1), 120A – 121B (Lesson 6–2), 122A – 123B (Lesson 6–3), 124A – 125B (Lesson 6–4), 130 (Reteaching Sets A–D), 134A – 137B (Lesson 7–1), 138A – 139B (Lesson 7–2), 140A – 141B (Lesson 7–3), 142A – 143B (Lesson 7–4), 144A – 145B (Lesson 7–5), 148 (Reteaching Sets A–E), 152A – 153B (Lesson 8–1), 154A – 157B (Lesson 8–2), 158A – 159B (Lesson 8–3), 162A – 163B (Lesson 8–5), 164A – 165B (Lesson 8–6), 168 (Reteaching Sets A–C, E, F), 172A – 173B (Lesson 9–1), 174A – 175B (Lesson 9–2), 176A – 177B (Lesson 9–3), 178A – 179B (Lesson 9–4), 180A – 181B (Lesson 9–5), 188 (Reteaching Sets A–D)

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MA.4.A.2.1 Use decimals through the thousandths place to name numbers between whole numbers.

Low SE: 232 – 233 (Lesson 12–1), 234 – 235 (Lesson 12–2), 238 – 239 (Lesson 12–4), 240 – 243 (Lesson 12–5), 252 – 253 (Reteaching Sets A, C, D)

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TE: 232A – 233B (Lesson 12–1), 234A – 235B (Lesson 12–2), 238A – 239B (Lesson 12–4), 240A – 243B (Lesson 12–5), 252 (Reteaching Sets A, C, D)

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MA.4.A.2.2 Describe decimals as an extension of the base-ten number system. High SE: 236 – 237 (Lesson 12–3), 252 (Reteaching Set B) I

TE: 236A – 237B (Lesson 12–3), 252 (Reteaching Set B)

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MA.4.A.2.3 Relate equivalent fractions and decimals with and without models, including locations on a number line.

Moderate SE: 278 – 279 (Lesson 14–1), 280 – 283 (Lesson 14–2), 284 – 287 (Lesson 14–3), 288 – 289 (Lesson 14–4), 290 – 291 (Lesson 14–5), 300 – 301 (Reteaching Sets A–D)

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MA.4.A.2.4 Compare and order decimals, and estimate fraction and decimal amounts in real-world problems.

Moderate SE: 244 – 245 (Lesson 12–6), 246 – 247 (Lesson 12–7), 248 – 249 (Lesson 12–8), 253 (Reteaching Sets E, F), 256 – 257 (Lesson 13–1), 274 (Reteaching Set A), 354 – 357 (Lesson 16–12), 363 (Reteaching Set I)

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TE: 244A – 245B (Lesson 12–6), 246A – 247B (Lesson 12–7), 248A – 249B (Lesson 12–8), 252 (Reteaching Sets E, F), 256A – 257B (Lesson 13–1), 274 (Reteaching Set A), 354A – 357B (Lesson 16–12), 362 (Reteaching Set I)

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MA.4.A.4.1 Generate algebraic rules and use all four operations to describe patterns, including nonnumeric growing or repeating patterns.

High SE: 192 – 193 (Lesson 10–1), 194 – 195 (Lesson 10–2), 196 – 197 (Lesson 10–3), 198 – 199 (Lesson 10–4), 212 – 213 (Reteaching Sets A–C), 222 – 223 (Lesson 11–4), 229 (Reteaching Set D)

I

TE: 192A – 193B (Lesson 10–1), 194A – 195B (Lesson 10–2), 196A – 197B (Lesson 10–3), 198A – 199B (Lesson 10–4), 212 (Reteaching Sets A–C), 222A – 223B (Lesson 11–4), 228 (Reteaching Set D)

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MA.4.A.4.2 Describe mathematics relationships using expressions, equations, and visual representations.

High SE: 192 – 193 (Lesson 10–1), 194 – 195 (Lesson 10–2), 196 – 197 (Lesson 10–3), 198 – 199 (Lesson 10–4), 200 – 203 (Lesson 10–5), 206 – 209 (Lesson 10–7), 212 – 213 (Reteaching Sets A–E), 216 – 217 (Lesson 11–1), 218 – 219 (Lesson 11–2), 220 – 221 (Lesson 11–3), 222 – 223 (Lesson 11–4), 224 – 225 (Lesson 11–5), 228 – 229 (Reteaching Sets A–E), 296 – 297 (Lesson 14–7), 301 (Reteaching Set F)

I

TE: 192A – 193B (Lesson 10–1), 194A – 195B (Lesson 10–2), 196A – 197B (Lesson 10–3), 198A – 199B (Lesson 10–4), 200A – 203B (Lesson 10–5), 206A – 209B (Lesson 10–7), 212 (Reteaching Sets A–E), 216A – 217B (Lesson 11–1), 218A – 219B (Lesson 11–2), 220A – 221B (Lesson 11–3), 222A – 223B (Lesson 11–4), 224A – 225B (Lesson 11–5), 228 (Reteaching Sets A–E), 296A – 297B (Lesson 14–7), 300 (Reteaching Set F)

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MA.4.A.4.3 Recognize and write algebraic expressions for functions with two operations. High SE: 200 – 203 (Lesson 10–5), 204 – 205 (Lesson 10–6), 213 (Reteaching Set D)

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MA.4.A.6.1 Use and represent numbers through millions in various contexts, including estimation of relative sizes of amounts or distances.

Moderate SE: 4 – 7 (Lesson 1–1), 8 – 9 (Lesson 1–2), 10 – 13 (Lesson 1–3), 14 – 17 (Lesson 1–4), 18 – 19 (Lesson 1–5), 20 – 21 (Lesson 1–6), 22 – 23 (Lesson 1–7), 26 – 27 (Reteaching Sets A–F), 160 – 161 (Lesson 8–4), 169 (Reteaching Set D)

I

TE: 4A – 7B (Lesson 1–1), 8A – 9B (Lesson 1–2), 10A – 13B (Lesson 1–3), 14A – 17B (Lesson 1–4), 18A – 19B (Lesson 1–5), 20A – 21B (Lesson 1–6), 22A – 23B (Lesson 1–7), 26 (Reteaching Sets A–F), 160A – 161B (Lesson 8–4), 168 (Reteaching Set D)

I

Use models to represent division as: SE: 48 – 49 (Lesson 3–1), 50 – 51 (Lesson 3–2), 52 – 53 (Lesson 3–3), 54 – 55 (Lesson 3–4), 56 – 57 (Lesson 3–5), 58 – 59 (Lesson 3–6), 62 – 63 (Lesson 3–8), 66 – 67 (Reteaching Sets A–E)

IMA.4.A.6.2

TE: 48A – 49B (Lesson 3–1), 50A – 51B (Lesson 3–2),

Moderate

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the inverse of multiplicationas partitioningas successive subtraction

MA.4.A.6.3 Generate equivalent fractions and simplify fractions. Moderate SE: 262 – 265 (Lesson 13–4), 266 – 267 (Lesson 13–5), 268 – 269 (Lesson 13–6), 274 – 275 (Reteaching Sets C, D, E)

I

TE: 262A – 265B (Lesson 13–4), 266A – 267B (Lesson 13–5), 268A – 269B (Lesson 13–6), 274 (Reteaching Sets C, D, E)

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MA.4.A.6.4 Determine factors and multiples for specified whole numbers. Moderate SE: 258 – 259 (Lesson 13–2), 260 – 261 (Lesson 13–3), 262 – 265 (Lesson 13–4), 270 – 271 (Lesson 13–7), 274 – 275 (Reteaching Sets B, C, F)

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TE: 258A – 259B (Lesson 13–2), 260A – 261B (Lesson 13–3), 262A – 265B (Lesson 13–4), 270A – 271B (Lesson 13–7), 274 (Reteaching Sets B, C, F)

I

MA.4.A.6.5 Relate halves, fourths, tenths, and hundredths to decimals and percents. Moderate SE: 292 – 295 (Lesson 14–6), 301 (Reteaching Set E) I

TE: 292A – 295B (Lesson 14–6), 300 (Reteaching Set E)

I

MA.4.A.6.6 Estimate and describe reasonableness of estimates; determine the appropriateness of an estimate versus an exact answer.

High SE: 80 – 83 (Lesson 4–6), 87 (Reteaching Set F), 182 – 185 (Lesson 9–6), 189 (Reteaching Set E)

I

TE: 80A – 83B (Lesson 4–6), 86 (Reteaching Set F), 182A – 185B (Lesson 9–6), 188 (Reteaching Set E)

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MA.4.G.3.1 Describe and determine area as the number of same-sized units that cover a region in the plane, recognizing that a unit square is the standard unit for measuring area.

Moderate SE: 304 – 305 (Lesson 15–1), 306 – 307 (Lesson 15–2), 324 (Reteaching Set A)

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TE: 304A – 305 (Lesson 15–1), 306A – 307 (Lesson 15–2), 324 (Reteaching Set A)

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MA.4.G.3.2 Justify the formula for the area of the rectangle "area = base x height". Moderate SE: 308 – 309 (Lesson 15–3), 310 – 311 (Lesson 15–4), 316 – 317 (Lesson 15–6), 318 – 319 (Lesson 15–7), 324 – 325 (Reteaching Sets B, C, E)

I

TE: 308A – 309B (Lesson 15–3), 310A – 311B (Lesson 15–4), 316A – 317B (Lesson 15–6), 318A – 319 (Lesson 15–7), 324 (Reteaching Sets B, C, E)

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MA.4.G.3.3 Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.

Moderate SE: 312 – 315 (Lesson 15–5), 320 – 321 (Lesson 15–8), 325 (Reteaching Sets D, F)

I

TE: 312A – 315B (Lesson 15–5), 320A – 321B (Lesson 15–8), 324 (Reteaching Sets D, F)

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MA.4.G.5.1 Classify angles of two-dimensional shapes using benchmark angles (45°, 90°, 180°, and 360°)

Low SE: 328 – 329 (Lesson 16–1), 330 – 331 (Lesson 16–2), 360 (Reteaching Set A)

I

TE: 328A – 329B (Lesson 16–1), 330A – 331B (Lesson 16–2), 360 (Reteaching Set A)

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MA.4.G.5.2 Identify and describe the results of translations, reflections, and rotations of 45, 90, 180, 270, and 360 degrees, including figures with line and rotational symmetry.

Moderate SE: 332 – 333 (Lesson 16–3) 334 – 335 (Lesson 16–4), 336 – 337 (Lesson 16–5), 338 – 339 (Lesson 16–6), 340 – 341 (Lesson 16–7), 342 – 345 (Lesson 16–8), 360 – 362 (Reteaching Sets B–E)

I

TE: 332A – 333B (Lesson 16–3), 334A – 335B (Lesson 16–4), 336A – 337B (Lesson 16–5), 338A – 339B (Lesson 16–6), 340A – 341B (Lesson 16–7), 342A – 345B (Lesson 16–8), 360 and 362 (Reteaching Sets B–E)

I

MA.4.G.5.3 Identify and build a three-dimensional object from a two-dimensional representation of that object and vice versa.

Moderate SE: 346 – 347 (Lesson 16–9), 348 – 351 (Lesson 16–10), 352 – 353 (Lesson 16–11), 362 – 363 (Reteaching Sets F–H)

I

TE: 346A – 347B (Lesson 16–9), 348A – 351B (Lesson 16–10), 352A – 353B (Lesson 16–11), 362 (Reteaching Sets F–H)

I

52A – 53B (Lesson 3–3), 54A – 55B (Lesson 3–4), 56A – 57B (Lesson 3–5), 58A – 59B (Lesson 3–6), 62A – 63B (Lesson 3–8), 66 (Reteaching Sets A–E)


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SE: 47 - 59 (Lessons 3-1, 3-2, 3-5, 3-6), 90 - 103 (Lesson 5-1, 5-2, 5-3, 5- 5), 258 - 269 (Lesson 13-2, 13-4,13-6), 308 - 319 (Lesson 15-3, 15-5, 15-6, 15-7)

SE: 10 - 13 (Lesson 1-3), 164 - 165 (Lesson 8-6), 185 (Topic 6 Mixed Problem Solving), 198 - 199 (Lesson 10-4), 310 - 311 (Lesson 15-4), 318 - 319 (Lesson 15-7), 351 (Topic 16 Mixed Problem Solving)

SE: 22 - 23 (Lesson 1-7), 80 - 82 (Lesson 4-6), 106 - 108 (Lesson 5-7), 126 - 127 (Lesson 6-5), 144 - 145 (Lesson 7-5), 224 - 225 (Lesson 11-5), 270 - 271 (Lesson 13-7)SE: 40 - 41 (Lesson 2-6), 62 - 63 (Lesson 3-8), 106 - 109 (Lesson 5-7), 232 - 233 (Lesson 12-1) 248 - 249 (Lesson 12-8), 354 - 355 (Lesson 16-12)

SE: 160-161 (Lesson 8-4), 198 - 199 (Lesson 10-4), 206 - 208 (Lesson 10-7), 224 - 225 (Lesson 11-5), 266 - 267 (Lesson 13-5), 296 - 297 (Lesson 14-7)

SE: 185 (Topic 9 Mixed Probale Solving) , 209 (Topic 10 Mixed Problem Solving), 243 (Topic Mixed Problem Solving), 295 (Topic 14 Mixed Problem Solving) , 345 (Topic 16 Algebra Connections) TE: 29 (Topic 2 Florida Math Project), 151 (Topic 8 Florida Math Project)

SE: 80 - 83 (Lesson 4-6), 100 - 101 (Lesson 5-4), 106 - 108 (Lesson 5-7), 182 - 183 (Lesson 9-6), 270 - 271 (Lesson 13-7), 320 - 321 (Lesson 15-8)

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IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED TYPICAL OF THE APPROACH

TAKEN IN THE MAJOR TOOL.

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MA.4.A.1.In.a Solve problems involving combining (multiplying) or separating into (dividing) equal sets with quantities to 30 using objects and pictures with numerals.

SE: 32 - 33 (Lesson 2-2), 40 - 41 (Lesson 2-6), 50 - 51 (Lesson 3-2)TE: 51B (Lesson 3-2)

M

MA.4.A.1.Su.a Solve problems that involve combining (multiplying) and separating (dividing) equal sets with quantities to 15 using objects and pictures.

TE: 35B (Lesson 2-3), 46G (Topic 3) M

MA.4.A.1.Pa.a Solve simple problems involving joining or separating sets of objects to 4.

SE: 218 - 219 (Lesson 11-2) M

MA.4.A.1.In.b Solve real-world addition and subtraction problems with two-digit numbers to 30 without regrouping, and check for accuracy.

MA.4.A.1.Su.b Solve real-world problems involving addition facts with sums to 15 and related subtraction facts using numerals with sets of pictures and the +, -, and = signs.


MA.4.A.1.Pa.b Recognize when items have been added to or removed from sets of objects to 4.

MA.4.A.2.In.a Apply the concepts of counting, grouping, and place value with whole numbers to create sets of tens and ones to identify the value of whole numbers to 50.


MA.4.A.2.Su.a Apply the concept of grouping to create sets of tens and ones to 18 as a strategy for counting objects.

Mathematics - Grade Four 5012060Scott Foresman-Addison Wesley enVisionMATH Florida, Grade 4

4




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MA.4.A.2.Pa.a Match objects to marked spaces to show one-to-one correspondence for quantities 1 to 4.

MA.4.A.2.In.b Express and represent fractions, including halves and fourths, as parts of a whole and parts of a set using objects, pictures, and number names.

SE: 256 - 257 (Lesson 13-1) M

MA.4.A.2.Su.b Represent half and whole using area and sets of objects.

MA.4.A.2.Pa.b Distinguish parts of objects from whole objects. SE: 255 (Review What You Know) M

MA.4.A.2.In.c Identify differences between halves, fourths, and a whole.

SE: 256 - 257 (Lesson 13-1), 262 - 265 (Lesson 13-4) M

MA.4.A.2.Su.c Identify half as a part of a whole.MA.4.A.2.Pa.c Recognize a half of an object as part of the

whole object.MA.4.G.3.In.a Identify examples of the distance around all

sides (perimeter) and area of squares and rectangles in the environment.

SE: 256 - 257 (Lesson 13-1), 316 - 317 (Lesson 15-6), 318 - 319 (Lesson 15-7)

M

MA.4.G.3.Su.a Identify examples of the concept of area in the environment.

SE: 320 - 321 (Lesson 15-3) M

MA.4.G.3.Pa.a Identify the sides of a square or rectangle. SE: 303 (Review What You Know) MMA.4.G.3.In.b Find the length of the sides and the area of

rectangular and square objects using square units.

SE: 320 - 321 (Lesson 15-3)TE: 305B (Lesson 15-1), 311B (Lesson 15-4)

M

MA.4.G.3.Su.b Count the number of square units of a rectangle marked with a grid to determine its area.

SE: 306 - 307 (Lesson 15-2), 310 - 311 (Lesson 15-4)TE: 305B (Lesson 15-1)

M

MA.4.G.3.Pa.b Recognize differences in the length of the sides of rectangles.

MA.4.G.3.In.c Measure whole inches and feet using a ruler to solve real-world linear measurement problems.

MA.4.G.3.Su.c Measure the length of sides of rectangles using whole inches.


MA.4.A.4.In.a Identify and extend growing visual and number patterns using strategies, such as skip counting.

MA.4.A.4.Su.a Identify and copy two-element repeating visual patterns using objects and pictures.

SE: 198 - 199 (Lesson 10-4) M

MA.4.A.4.Pa.a Indicate the next step in a pattern or sequence of activities.

SE: 198 - 199 (Lesson 10-4), 270 - 271 (Lesson 13-7), 296 - 297 (Lesson 14-7)

M

MA.4.A.4.In.b Describe equal and unequal sets using terms including greater than, less than, and equal to.



I/M*

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MA.4.A.4.Su.b Determine if the number in two sets of objects to 10 are same or different (equal or unequal).

SE: 3 (Review What You Know), 14 -17 (Lesson 1-4) M

MA.4.A.4.Pa.b Use one-to-one correspondence to compare sets of objects to 4 and determine if they are the same or different (equal or unequal).

MA.4.A.4.In.c Identify the rule, including 1 less, 2 less, and 3 less, represented in number pairs.

MA.4.A.4.Su.c Use the rule, 1 more, to identify the next number with numbers 1 to 20.

MA.4.A.4.Pa.c Recognize the quantity of a set of objects to 3 and add 1 more.

MA.4.G.5.In.a Locate angles in two-dimensional shapes, including triangles and rectangles.

MA.4.G.5.Su.a Locate angles within a triangle. MA.4.G.5.Pa.a Recognize corners (angles) in common objects

with two-dimensional shapes, such as a square or rectangle.

SE: 303 (Review What You Know) M

MA.4.G.5.In.b Identify examples of two-dimensional figures that are the same shape and size (congruency) and figures that are visually the same on both sides of a central dividing line (symmetry) in the environment.

SE: 336 - 337 (Lesson 16-5) M

MA.4.G.5.Su.b Identify two-dimensional figures that are visually the same on both sides of a central dividing line (symmetry).

SE: 336 - 337 (Lesson 16-5) M

MA.4.G.5.Pa.b Recognize the two sides of a two-dimensional figure created by a central dividing line (symmetry).

SE: 336 - 337 (Lesson 16-5) M

MA.4.G.5.In.c Sort three-dimensional objects, such as cubes, cylinders, cones, rectangular prisms, and spheres.

SE: 346 - 347 (Lesson 16-9) M

MA.4.G.5.Su.c Match three-dimensional objects with models, such as a cube, cylinder, cone, and sphere.

SE: 346 - 347 (Lesson 16-9) M

MA.4.G.5.Pa.c Recognize three-dimensional objects, such as ball (sphere), block (cube), or tube (cylinder).

SE: 346 - 347 (Lesson 16-9) M

MA.4.A.6.In.a Express, represent, and use whole numbers 0 to 50 in various contexts.

MA.4.A.6.Su.a Express, represent, and use whole numbers to 25 using sets of objects and pictures, number names, and numerals in various contexts.



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MA.4.A.6.Pa.a Use quantities to 4 represented by objects, pictures, or number names in various contexts.

MA.4.A.6.In.b Use the inverse relationship of addition and subtraction as a strategy to solve problems.

SE: 218 - 219 (Lesson 11-2) M

MA.4.A.6.Su.b Use ordinal numbers, including first and second, in real-world situations.

MA.4.A.6.Pa.b Separate groups of objects to 4 into sets with the same quantity.

MA.4.A.6.In.c Identify the relationship between halves, fourths, and a whole.

SE: 262 - 263 (Lesson 13-4)TE: 267B (Lesson 13-5)

M

MA.4.A.6.Su.c Use objects and pictures to represent the relationship between addition with sums to 15 and related subtraction facts.

SE: 262 - 263 (Lesson 13-4) M

MA.4.A.6.Pa.c Match parts to whole objects. SE: 262 - 263 (Lesson 13-4) MMA.4.A.6.In.d Use skip counting by 5s and 10s to determine

amounts to 50.SE: 30 - 31 (Lesson 2-1)TE: 31B (Lesson 2-1)

M

MA.4.A.6.Su.d Identify the relationship between half and whole. TE: 265B (Lesson 13-4)

MA.4.A.6.In.e Use strategies such as comparing and grouping to estimate quantities to 20.

MA.4.A.6.Su.e Separate quantities to 25 into equal sets and identify the total number of sets and the number in each set.

MA.4.A.6.Su.f Use strategies such as comparing and grouping to estimate quantities to 10.




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MA.5.A.1.1 Describe the process of finding quotients involving multi-digit dividends using models, place value, properties, and the relationship of division to multiplication.

Moderate SE: 4 – 5 (Lesson 1–1), 6 – 7 (Lesson 1–2), 8 – 9 (Lesson 1–3), 22 (Reteaching Sets A–C), 26 – 29 (Lesson 2–1), 30 – 33 (Lesson 2–2), 34 – 37 (Lesson 2–3), 48 – 51 (Lesson 2–7), 54 – 55 (Reteaching Sets A–C, F), 58 – 59 (Lesson 3–1), 74 – 75 (Lesson 3–8), 78 – 79 (Reteaching Sets A, F)

I

TE: 4A – 5B (Lesson 1–1), 6A – 7B (Lesson 1–2), 8A – 9B (Lesson 1–3), 22 (Reteaching Sets A–C), 26A – 29B (Lesson 2–1), 30A – 33B (Lesson 2–2), 34A – 37B (Lesson 2–3), 48A – 51B (Lesson 2–7), 54 (Reteaching Sets A–C, F), 58A – 59B (Lesson 3–1), 74A – 75B (Lesson 3–8), 78 (Reteaching Sets A, F)

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MA.5.A.1.2 Estimate quotients or calculate them mentally depending on the context and numbers involved.

Moderate SE: 6 – 7 (Lesson 1–2), 8 – 9 (Lesson 1–3), 10 – 11 (Lesson 1–4), 22 (Reteaching Sets B–D), 46 – 47 (Lesson 2–6), 55 (Reteaching Set E), 58 – 59 (Lesson 3–1), 60 – 61 (Lesson 3–2), 62 – 63 (Lesson 3–3), 72 – 73 (Lesson 3–7), 78 – 79 (Reteaching Sets A–C, E)

I

TE: 6A – 7B (Lesson 1–2), 8A – 9B (Lesson 1–3), 10A – 11B (Lesson 1–4), 22 (Reteaching Sets B–D), 46A – 47B (Lesson 2–6), 54 (Reteaching Set E), 58A – 59B (Lesson 3–1), 60A – 61B (Lesson 3–2), 62A – 63B (Lesson 3–3), 72A – 73B (Lesson 3–7), 78 (Reteaching Sets A–C, E)

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MA.5.A.1.3 Interpret solutions to division situations including those with remainders depending on the context of the problem.

High SE: 14 – 17 (Lesson 1–6), 18 – 19 (Lesson 1–7), 23 (Reteaching Sets F, G)

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TE: 14A – 17B (Lesson 1–6), 18A – 19B (Lesson 1–7), 22 (Reteaching Sets F, G)

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MA.5.A.1.4 Divide multi-digit whole numbers fluently, including solving real-world problems, demonstrating understanding of the standard algorithm and checking the reasonableness of results.

High SE: 30 – 33 (Lesson 2–2), 38 – 41 (Lesson 2–4), 42 – 45 (Lesson 2–5), 46 – 47 (Lesson 2–6), 54 – 55 (Reteaching Sets B, D, E), 62 – 63 (Lesson 3–3), 64 – 67 (Lesson 3–4), 68 – 69 (Lesson 3–5), 70 – 71 (Lesson 3–6), 72 – 73 (Lesson 3–7), 78 – 79 (Reteaching Sets C–E)

I




Mathematics5Mathematics - Grade Five 5012070

*I/M = INDEPTH OR MENTIONED Committee Member Evaluation(Committee Member Use Only)


COURSE STANDARDS



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TE: 30A – 33B (Lesson 2–2), 38A – 41B (Lesson 2–4), 42A – 45B (Lesson 2–5), 46A – 47B (Lesson 2–6), 54 (Reteaching Sets B, D, E), 62A – 63B (Lesson 3–3), 64A – 67B (Lesson 3–4), 68A – 69B (Lesson 3–5), 70A – 71B (Lesson 3–6), 72A – 73B (Lesson 3–7), 78 (Reteaching Sets C–E)

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MA.5.A.2.1 Represent addition and subtraction of decimals and fractions with like and unlike denominators using models, place value, or properties.

Moderate SE: 136 – 139 (Lesson 6–4), 140 – 141 (Lesson 6–5), 142 – 143 (Lesson 6–6), 157 – 158 (Reteaching Sets D–F), 178 – 179 (Lesson 7–6), 182 – 183 (Lesson 7–8), 186 – 189 (Lesson 7–10), 196 – 197 (Reteaching Sets F, H, J), 202 – 203 (Lesson 8–2), 204 – 205 (Lesson 8–3), 206 – 207 (Lesson 8–4), 218 (Reteaching Sets B, C), 222 – 225 (Lesson 9–1), 226 – 229 (Lesson 9–2), 240 (Reteaching Sets A, B)

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TE: 136A – 139B (Lesson 6–4), 140A – 141B (Lesson 6–5), 142A – 143B (Lesson 6–6), 156 and 158 (Reteaching Sets D–F), 178A – 179B (Lesson 7–6), 182A – 183B (Lesson 7–8), 186A – 189B (Lesson 7–10), 196 (Reteaching Sets F, H, J), 202A – 203B (Lesson 8–2), 204A – 205B (Lesson 8–3), 206A – 207B (Lesson 8–4), 218 (Reteaching Sets B, C), 222A – 225B (Lesson 9–1), 226A – 229B (Lesson 9–2), 240 (Reteaching Sets A, B)

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MA.5.A.2.2 Add and subtract fractions and decimals fluently, and verify the reasonableness of results, including in problem situations.

Moderate SE: 144 – 145 (Lesson 6–7), 146 – 147 (Lesson 6–8), 148 – 149 (Lesson 6–9), 150 – 153 (Lesson 6–10), 158 – 159 (Reteaching Sets G–J), 180 – 181 (Lesson 7–7), 184 – 185 (Lesson 7–9), 196 – 197 (Reteaching Sets G, I), 204 – 205 (Lesson 8–3), 206 – 207 (Lesson 8–4), 210 – 211 (Lesson 8–6), 212 – 215 (Lesson 8–7), 218 – 219 (Reteaching Sets C, E, F), 230 – 231 (Lesson 9–3), 232 – 233 (Lesson 9–4), 234 – 235 (Lesson 9–5), 236 – 237 (Lesson 9–6), 240 – 241 (Reteaching Sets C–F)

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TE: 144A – 145B (Lesson 6–7), 146A – 147B (Lesson 6–8), 148A – 149B (Lesson 6–9), 150A – 153B (Lesson 6–10), 158 (Reteaching Sets G–J), 180A – 181B (Lesson 7–7), 184A – 185B (Lesson 7–9), 196 (Reteaching Sets G, I), 204A – 205B (Lesson 8–3), 206A – 207B (Lesson 8–4), 210A – 211B (Lesson 8–6), 212A – 215B (Lesson 8–7), 218 (Reteaching Sets C, E, F), 230A – 231B (Lesson 9–3), 232A – 233B (Lesson 9–4), 234A – 235B (Lesson 9–5), 236A – 237B (Lesson 9–6), 240 (Reteaching Sets C–F)

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MA.5.A.2.3 Make reasonable estimates of fraction and decimal sums and differences, and use techniques for rounding.

Moderate SE: 128 – 129 (Lesson 6–1), 134 – 135 (Lesson 6–3), 156 (Reteaching Sets A, C), 208 – 209 (Lesson 8–5), 219 (Reteaching Set D), 230 – 231 (Lesson 9–3), 232 – 233 (Lesson 9–4), 240 – 241 (Reteaching Sets C, D)

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TE: 128A – 129B (Lesson 6–1), 134A – 135B (Lesson 6–3), 156 (Reteaching Sets A, C), 208A – 209B (Lesson 8–5), 218 (Reteaching Set D), 230A – 231B (Lesson 9–3), 232A – 233B (Lesson 9–4), 240 (Reteaching Sets C, D)

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MA.5.A.2.4 Determine the prime factorization of numbers. Moderate SE: 170 – 171 (Lesson 7–3), 194 (Reteaching Set C) I



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TE: 170A – 171B (Lesson 7–3), 194 (Reteaching Set C)

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MA.5.A.4.1 Use the properties of equality to solve numerical and real world situations. Moderate SE: 92 – 93 (Lesson 4–5), 94 – 95 (Lesson 4–6), 96 – 99 (Lesson 4–7), 103 (Reteaching Sets E, F)

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TE: 92A – 93B (Lesson 4–5), 94A – 95B (Lesson 4–6), 96A – 99B (Lesson 4–7), 102 (Reteaching Sets E, F)

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MA.5.A.4.2 Construct and describe a graph showing continuous data, such as a graph of a quantity that changes over time.

High SE: 114 – 115 (Lesson 5–4), 116 – 119 (Lesson 5–5), 120 – 121 (Lesson 5–6), 125 (Reteaching Sets D, E)

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TE: 114A – 115B (Lesson 5–4), 116A – 119B (Lesson 5–5), 120A – 121B (Lesson 5–6), 124 (Reteaching Sets D, E)

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MA.5.A.6.1 Identify and relate prime and composite numbers, factors, and multiples within the context of fractions.

Moderate SE: 162 – 165 (Lesson 7–1), 166 – 169 (Lesson 7–2), 170 – 171 (Lesson 7–3), 172 – 173 (Lesson 7–4), 174 – 177 (Lesson 7–5), 194 – 195 (Reteaching Sets A, B, C, D, E), 200 – 201 (Lesson 8–1), 218 (Reteaching Set A)

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TE: 162A – 165B (Lesson 7–1), 166A – 169B (Lesson 7–2), 170A – 171B (Lesson 7–3), 172A – 173B (Lesson 7–4), 174A – 177B (Lesson 7–5), 194 (Reteaching Sets A, B, C, D, E), 200A – 201B (Lesson 8–1), 218 (Reteaching Set A)

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MA.5.A.6.2 Use the order of operations to simplify expressions which include exponents and parentheses.

Moderate SE: 82 – 83 (Lesson 4–1), 84 – 87 (Lesson 4–2), 88 – 89 (Lesson 4–3), 102 (Reteaching Sets A–C)

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TE: 82A – 83B (Lesson 4–1), 84A – 87B (Lesson 4–2), 88A – 89B (Lesson 4–3), 102 (Reteaching Sets A–C)

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MA.5.A.6.3 Describe real-world situations using positive and negative numbers. Moderate SE: 364 – 365 (Lesson 16–1), 370 – 371 (Lesson 16–4), 378 – 379 (Reteaching Sets A, D)

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TE: 364A – 365B (Lesson 16–1), 370A – 371B (Lesson 16–4), 378 (Reteaching Sets A, D)

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MA.5.A.6.4 Compare, order, and graph integers, including integers shown on a number line.

Moderate SE: 366 – 367 (Lesson 16–2), 368 – 369 (Lesson 16–3), 378 – 379 (Reteaching Sets B, C)

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TE: 366A – 367B (Lesson 16–2), 368A – 369B (Lesson 16–3), 378 (Reteaching Sets B, C)

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MA.5.A.6.5 Solve non-routine problems using various strategies including "solving a simpler problem" and "guess, check, and revise".

High SE: 12 – 13 (Lesson 1–5), 23 (Reteaching Set E), 74 – 75 (Lesson 3–8), 79 (Reteaching Set F), 90 – 91 (Lesson 4–4), 103 (Reteaching Set D). 112 – 113 (Lesson 5–3), 124 (Reteaching Set C), 130 – 133 (Lesson 6–2), 156 (Reteaching Set B), 190 – 191 (Lesson 7–11), 197 (Reteaching Set K), 252 – 253 (Lesson 10–5), 257 (Reteaching Set E), 270 – 271 (Lesson 11–6), 275 (Reteaching Set F), 290 – 291 (Lesson 12–7), 295 (Reteaching Set E), 308 – 309 (Lesson 13–5), 313 (Reteaching Set D), 328 – 331 (Lesson 14–6), 335 (Reteaching Set F), 372 – 375 (Lesson 16–5), 379 (Reteaching Set E)

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TE: 12A – 13B (Lesson 1–5), 22 (Reteaching Set E), 74A – 75B (Lesson 3–8), 78 (Reteaching Set F), 90A – 91B (Lesson 4–4), 102 (Reteaching Set D), 112A – 113B (Lesson 5–3), 124 (Reteaching Set C), 130A – 133B (Lesson 6–2), 156 (Reteaching Set B), 190A – 191B (Lesson 7–11), 196 (Reteaching Set K), 252A – 253B (Lesson 10–5), 256 (Reteaching Set E), 270A – 271B (Lesson 11–6), 274 (Reteaching Set F), 290A – 291B (Lesson 12–7), 294 (Reteaching Set E), 308A – 309B (Lesson 13–5), 312 (Reteaching Set D), 328A – 331B (Lesson 14–6), 334 (Reteaching Set F), 372A – 375B (Lesson 16–5), 378 (Reteaching Set E)

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MA.5.G.3.1 Analyze and compare the properties of two-dimensional figures and three-dimensional solids (polyhedra), including the number of edges, faces, vertices, and types of faces.

High SE: 298 – 299 (Lesson 13–1), 300 – 303 (Lesson 13–2), 304 – 305 (Lesson 13–3), 306 – 307 (Lesson 13–4), 308 – 309 (Lesson 13–5), 312 – 313 (Reteaching Sets A–D)

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MA.5.G.3.2 Describe, define, and determine surface area and volume of prisms by using appropriate units and selecting strategies and tools.

High SE: 316 – 317 (Lesson 14–1), 318 – 319 (Lesson 14–2), 320 – 321 (Lesson 14–3), 322 – 325 (Lesson 14–4), 326 – 327 (Lesson 14–5), 328 – 331 (Lesson 14–6), 334 – 335 (Reteaching Sets A–F)

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TE: 316A – 317B (Lesson 14–1), 318A – 319B (Lesson 14–2), 320A – 321B (Lesson 14–3), 322A – 325B (Lesson 14–4), 326A – 327B (Lesson 14–5), 328A – 331B (Lesson 14–6), 334 (Reteaching Sets A–F)

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MA.5.G.5.1 Identify and plot ordered pairs on the first quadrant of the coordinate plane. Low SE: 106 – 109 (Lesson 5–1), 110 – 111 (Lesson 5–2), 114 – 115 (Lesson 5–4), 116 – 119 (Lesson 5–5), 120 – 121 (Lesson 5–6), 124 – 125 (Reteaching Sets A, B, D, E)

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TE: 106A – 109B (Lesson 5–1), 110A – 111B (Lesson 5–2), 114A – 115B (Lesson 5–4), 116A – 119B (Lesson 5–5), 120A – 121B (Lesson 5–6), 124 (Reteaching Sets A, B, D, E)

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MA.5.G.5.2 Compare, contrast, and convert units of measure within the same dimension (length, mass, or time) to solve problems.

Moderate SE: 244 – 245 (Lesson 10–1), 246 – 247 (Lesson 10–2), 248 – 249 (Lesson 10–3), 250 – 251 (Lesson 10–4), 256 – 257 (Reteaching Sets A–D), 260 – 261 (Lesson 11–1), 262 – 263 (Lesson 11–2), 264 – 265 (Lesson 11–3), 266 – 267 (Lesson 11–4), 268 – 269 (Lesson 11–5), 274 – 275 (Reteaching Sets A–E)

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TE: 244A – 245B (Lesson 10–1), 246A – 247B (Lesson 10–2), 248A – 249B (Lesson 10–3), 250A – 251B (Lesson 10–4), 256 (Reteaching Sets A–D), 260A – 261B (Lesson 11–1), 262A – 263B (Lesson 11–2), 264A – 265B (Lesson 11–3), 266A – 267B (Lesson 11–4), 268A – 269B (Lesson 11–5), 274 (Reteaching Sets A–E)

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MA.5.G.5.3 Solve problems requiring attention to approximation, selection of appropriate measuring tools, and precision of measurement.

High SE: 244 – 245 (Lesson 10–1), 248 – 249 (Lesson 10–3), 256 (Reteaching Sets A, C), 260 – 261 (Lesson 11–1), 264 – 265 (Lesson 11–3), 274 – 275 (Reteaching Sets A, C), 278 – 279 (Lesson 12–1), 294 (Reteaching Set A)

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TE: 244A – 245B (Lesson 10–1), 248A – 249B (Lesson 10–3), 256 (Reteaching Sets A, C), 260A – 261B (Lesson 11–1), 264A – 265B (Lesson 11–3), 274 (Reteaching Sets A, C), 278A – 279B (Lesson 12–1), 294 (Reteaching Set A)

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MA.5.G.5.4 Derive and apply formulas for areas of parallelograms, triangles, and trapezoids from the area of a rectangle.

High SE: 280 – 281 (Lesson 12–2), 282 – 283 (Lesson 12–3),284 – 285 (Lesson 12–4), 286 – 287 (Lesson 12–5), 288 – 289 (Lesson 12–6), 294 – 295 (Reteaching Sets B–D)

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TE: 280A – 281B (Lesson 12–2), 282A – 283B (Lesson 12–3), 284A – 285B (Lesson 12–4), 286A – 287B (Lesson 12–5), 288A – 289B (Lesson 12–6), 294 (Reteaching Sets B–D)

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MA.5.S.7.1 Construct and analyze line graphs and double bar graphs. High SE: 338 – 339 (Lesson 15–1), 340 – 341 (Lesson 15–2), 342 – 345 (Lesson 15–3), 346 – 347 (Lesson 15–4), 348 – 351 (Lesson 15–5), 352 – 353 (Lesson 15–6), 358 – 361 (Reteaching Sets A–F)

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TE: 338A – 339B (Lesson 15–1), 340A – 341B (Lesson 15–2), 342A – 345B (Lesson 15–3), 346A – 347B (Lesson 15–4), 348A – 351B (Lesson 15–5), 352A – 353B (Lesson 15–6), 358 and 360 (Reteaching Sets A–F)

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MA.5.S.7.2 Differentiate between continuous and discrete data, and determine ways to represent those using graphs and diagrams.

Moderate SE: 338 – 339 (Lesson 15–1), 346 – 347 (Lesson 15–4), 352 – 353 (Lesson 15–6), 354 – 355 (Lesson 15–7), 358 – 361 (Reteaching Sets A, D, F, G)

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TE: 338A – 339B (Lesson 15–1), 346A – 347B (Lesson 15–4), 352A – 353B (Lesson 15–6), 354A – 355B (Lesson 15–7), 358 and 360 (Reteaching Sets A, D, F, G)

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SE: 26 - 44 (Lessons 2-1, 2-2, 2-4, 2-5), 58 - 73 (Lessons 3-1, 3-4, 3-5, 3-7), 178 - 185 (Lessons 7-6, 7-7, 7-8,7-9), 202 - 211 (Lessons 8-2, 8-3, 8-4, 8-6), 316 - 324 (Lessons 14-1, 14-2, 14-4)

SE: 74 -75 (Lesson 3-8), 177 (Topic 7 Mixed Problem Solving), 229 (Topic 9 Mixed Problem Solving), 325 (Topic 14 Mixed Problem Solving), 375 (Topic 16 Mixed Problem Solving) TE: 127 (Topic 6 Florida Math Project), 362 (Topic 16 Florida Math Project)

SE: 325 (Topic 14 Mixed Problem Solving), 130 -132 (Lesson 6-2), 290 - 291 (Lesson 12-7), 308 - 309 (Lesson 13-5), 354 - 355 (Lesson 15-7)

SE: 34 -36 (Lesson 2-3), 90 - 91 (Lesson 4-4), 120 - 121 (Lesson 5-6), 236 -237 (Lesson 9-6), 328 - 330 (Lesson 14-6)

SE: 29 (Topic 2 Algebra Connections), 67 (Topic 3 Mixed Problem Solving), 112 - 113 (Lesson 5-3), 252 - 253 (Lesson 10-5), 270 - 271 (Lesson 11-6)

SE: 33 (Topic 1 Mixed Problem Solving), 67 (Topic 3 Mixed Problem Solving), 109 (Topic 5 Mixed Problem Solving), 119 (Topic 5 Mixed Problem Solving), 303 (Topic 13 Mixed Problem Solving), TE: 199 (Topic 8 Florida Math Project)

SE: 18 -19 (Lesson 1-7), 139 (Going Digital), 190 - 191 (Lesson 7-11), 340 - 341 (Lesson 15-2), 352 - 353 (Lesson 15-6)



IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED

TYPICAL OF THE APPROACH TAKEN IN THE MAJOR TOOL.

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MA.5.A.1.In.a Use a grouping strategy to separate (divide) quantities to 50 into equal sets using objects, coins, and pictures with numerals.

MA.5.A.1.Su.a Use counting and grouping to separate (divide) quantities to 25 into equal sets using objects and pictures with numerals.

MA.5.A.1.Pa.a Separate groups of objects to 4 into sets with the same quantity and recognize how many are in each set.

MA.5.A.1.In.b Solve problems that involve multiplying or dividing equal sets with quantities to 50 using objects and pictures with numerals.

MA.5.A.1.Su.b Solve problems that involve combining (multiplying) or separating (dividing) equal sets with quantities to 25 using objects and pictures with numerals.

MA.5.A.1.Pa.b Solve simple problems involving joining or separating sets of objects to 5.

MA.5.A.2.In.a Express, represent, and use fractions—including halves, fourths, and thirds—as parts of a whole and as parts of a set, using number names.

SE: 161 (Topic 7 Review What You Know!) M

MA.5.A.2.Su.a Express, represent, and use fractions—including halves and fourths—as parts of a whole and as parts of a set, using number names.


MA.5.A.2.Pa.a Identify parts of a whole using a set of objects or whole object.





*I/M = INDEPTH OR MENTIONED Committee Member Evaluation(Committee Member Use Only)

Pearson publishing as Scott Foresman-Addison Wesley22-160-3684-02

1509Scott Foresman-Addison Wesley enVisionMATH Florida, Grade 5

5Mathematics - Grade Five 5012070



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MA.5.A.2.In.b Express, represent, and use whole numbers to 100 in various contexts.

MA.5.A.2.Su.b Express, represent, and use whole numbers to 30 and ordinal numbers first to fifth in various contexts.

MA.5.A.2.Pa.b Distinguish half from whole using objects or visual models.

MA.5.A.2.In.c Compare fractional parts of objects of equal size, including halves, fourths, and thirds.

MA.5.A.2.In.d Identify place value of two-digit numbers to 99 in terms of tens and ones.

SE: 26-27 (Lesson 2-1) M

MA.5.A.2.Su.c Compare fractional parts of objects of equal size, including halves and fourths.

MA.5.A.2.Su.d Apply the concepts of counting and grouping by tens and ones to identify the value of whole numbers to 30.

MA.5.A.2.Pa.c Compare sets of objects to 5 and determine if they have same or different quantities.

MA.5.A.2.In.e Compare fractional parts of objects of equal size, including halves, fourths, and thirds.

MA.5.G.3.In.a Identify properties, including number of edges, curved or straight sides, and faces; and match two-dimensional shapes with three-dimensional solids, including circle with sphere, square with cube, and triangle with cone.

SE: 304-305 (Lesson 13-3) M

MA.5.G.3.Su.a Identify properties, including number of edges, curved or straight sides, and number of corners (angles), in two- and three-dimensional shapes.


MA.5.G.3.Pa.a Recognize differences in features related to the shape of two- and three-dimensional objects.

SE: 300-303 (Lesson 13-2) M

MA.5.G.3.In.b Identify the six faces of a three-dimensional rectangular prism or cube using a real object or physical model.

SE: 304-305 (Lesson 13-3) M

MA.5.G.3.Su.b Recognize the faces of a three-dimensional object.

SE: 298-299 (Lesson 13-1) M

MA.5.G.3.Pa.b Recognize differences in size of two- and three-dimensional objects.

MA.5.A.4.In.a Use the concept of equality as a strategy to solve problems.


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MA.5.A.4.Su.a Identify and compare the relationship between two same or different (equal or unequal) sets to 25 using physical and visual models.

MA.5.A.4.Pa.a Identify items that belong together to form two or more sets with the same quantity (equal).

SE: 162-163 (Lesson 7-1) M

MA.5.A.4.In.b Describe the meaning of information in a pictograph or bar graph that shows change over time.


MA.5.A.4.Su.b Identify information displayed on an object graph or pictograph.

MA.5.A.4.Pa.b Recognize an object graph or pictograph.MA.5.G.5.In.a Indicate the relative position, before or after, of

whole numbers on a 0 to 100 number line.MA.5.G.5.Su.a Indicate the relative position, before or after, of

whole numbers on a 1–10 number line.MA.5.G.5.Pa.a Count from 1 to 5 using objects or pictures.MA.5.G.5.In.b Solve real-world problems involving length and

weight using tools with standard units.SE: 244-245 (Lesson 10-1), 248-249 (Lesson 10-3) M

MA.5.G.5.In.c Identify time to the minute. MA.5.G.5.Su.b Solve real-world problems by using tools and

comparing the measurement including length and weight.


MA.5.G.5.Su.c Identify time to the hour and half-hour.MA.5.G.5.Pa.b Identify differences in features of objects, such

as shape and size, to solve simple problems.

MA.5.G.5.Pa.c Indicate the next activity in a daily schedule.MA.5.G.5.In.d Find the area of rectangles and squares using a

visual model, such as a grid.SE: 316-317 (Lesson 14-1), 318-319 (Lesson 14-2) M

MA.5.G.5.Su.d Identify the distance around all sides (perimeter) of squares and rectangles.

SE: 252-253 (Lesson 10-5) M

MA.5.G.5.Su.e Compare the size of two square areas using physical models.

MA.5.G.5.Pa.d Recognize differences in size of large and small areas.

MA.5.A.6.In.a Use skip counting to identify multiples of 2, 5, and 10 for numbers to 100.

SE: 200 - 201 (Lesson 8-1) M

MA.5.A.6.Su.a Use skip counting by 5s to 30.MA.5.A.6.Pa.a Demonstrate one-to-one correspondence to

count from 1 to 5 using objects or pictures.MA.5.A.6.In.b Use the associative property as a strategy to

solve addition problems with three or more numbers.



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MA.5.A.6.Su.b Use the commutative property as a strategy to check the accuracy of solutions to addition problems.

MA.5.A.6.Pa.b Recognize when items have been added to or taken away from sets of objects to 5.

MA.5.A.6.In.c Compare and order numbers to 100 using a number line.

MA.5.A.6.Su.c Compare and order whole numbers to 30 using objects, pictures, number names, numerals, and a number line.

MA.5.A.6.Pa.c Solve simple problems involving small quantities using language, such as more, less, and same.

MA.5.A.6.In.d Solve real-world addition and subtraction problems with one-digit numbers by estimating and checking for accuracy.

MA.5.A.6.In.e Select the operation and solve one-step problems involving addition or subtraction of two-digit numbers without regrouping and check for accuracy.

MA.5.A.6.In.f Solve for an unknown number in addition and subtraction number sentences with numbers to 18.

MA.5.A.6.Su.d Solve real-world problems involving addition facts with sums to 25 and related subtraction facts using numerals with pictures.

MA.5.S.7.In.a Sort and count data into three designated categories, and display data on a pictograph or bar graph.

SE: 342-345 (Lesson 15-3) M

MA.5.S.7.Su.a Sort and count objects or pictures into two designated categories and display data in an object graph or pictograph.

MA.5.S.7.Pa.a Count up to 5 objects, pictures, or symbols in data sets used in object graphs or pictographs.

MA.5.S.7.In.b Describe the meaning of data in a three-category pictograph or bar graph.

SE: 340-341 (Lesson 15-2) M

MA.5.S.7.Su.b Identify the meaning of data in a two-category object graph or pictograph.

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