Skills Listed on Cover Sheet

Examples of Assessment

Some Student Learning/Practice Opportunities

Resources

http://www.k111.k12.il.us/king/math.htm#Factors/

http://instruction.aaps.k12.mi.us/EM_parent_hdbk/glossary_ef.html 

1.

Identify and describe polygons

Identify shapes that are not polygons.

SRB p.82-85

Student Journal p. 10,14 #2,#5,18,24 #2, #5

Study Link 1.5,1.6,1.8

http://www.aplusmath.com/cgi-bin/games/geopicture

http://www.mathcats.com/explore/polygons.html

2.

Explain mathematical ideas in written form

Be able to explain why a shape is not a polygon

Student Journal p. 6 #4,8 #7, 10, 25

 Study Link: 1.2,1.5

3.

Sketch acute, right, and obtuse angles; parallel and intersecting line segments, lines, and rays; and polygons given their names or descriptions.

Using the clues, sketch the shape.

Clues include but are not limited to:

I am a polygon.

I am a quadrangle.

All my sides are the same length.

None of my angles are right angles.

What am I?

Sketch each geometric figure.

SRB p.

Student Journal p.14 #4,19 #2,#4,#6,20, 24 #4,#6,

Study Link 1.8

http://www.mathleague.com/help/geometry/polygons.htm

4.

Identify or name lines, line segments, and rays; parallel of intersecting lines, line segments, and rays; and triangles and quadrilaterals (quadrangles)

Name the line, line segment, and/ or ray to identify the picture.  There may be more than one way to name the picture based on what you know about lines, rays, and line segments, points and endpoints.

SRB: p.76,77

Student Journal: p.4, 5 #3,9 #3,11 #4,# 5,14 # 6,19 #4,#5,20, 24 #6

Study Link  1.2,

http://www.aplusmath.com/cgi-bin/flashcards/geoflash

5.

Generate a rule for a non-numeric repeating pattern

*  This outcome is not addressed in the EDM unit.  It is a Harford County requirement that this outcome be addressed in this unit to align with the state standards.

Match  the letter representation of the pattern with picture representation of the pattern

Example not limited to:  ABABAB

http://mathforum.org/varnelle/patterns.html

 http://www.primarygames.com/patterns/question1.htm

6.

Represent and analyze numeric patterns using skip counting by 3,4,6,7,8,or 9.

   Oral interview :

The student should be able to skip count beginning with any of the numbers 3,4,6,7,8, or 9 to the multiple of 10.

i.e.-  3,6,9,12,15,18,21,24,27,30.

7.

Generate a rule for the next level of a non-numeric growing pattern.

*  This outcome is not addressed in the EDM unit.  It is a Harford County requirement that this outcome be addressed in this unit to align with the state standards.

 

          +4              +6                   ?

Look at the growing pattern.

What is the next level of the growing pattern? (choose from 4 possible answers.)

Use what you know about growing patterns to explain how you know.

Look at the growing pattern.  What rule describes the change from level to level?

Use pennies, or other common materials to build a physical model of a growing pattern play interactive games to see if the partner can figure out the rule for the growing pattern

http://illuminations.nctm.org/LessonDetail.aspx?ID=L144

8.

Represent and analyze numeric patterns using skip counting.

*  This outcome is not addressed in the EDM unit.  It is a Harford County requirement that this outcome be addressed in this unit to align with the state standards.

Look at the numeric pattern; choose a rule that describes the pattern.

Look at the numeric pattern, what is the tenth term?

4, 6, 8, 10, 12, 14, 16, 18, 20, ___

9.

Demonstrate proficiency with addition and subtraction basic facts.

Timed test of 16 addition and subtraction facts.  Must be completed in 1 minute or 1 minute and 30 seconds. 

SRB p

Student Journal:

Student Link:

http://www.aaamath.com/B/add.htm

 http://www.aaamath.com/B/sub.htm

 http://www.oswego.org/ocsd-web/games/Mathmagician/cathymath.html

 http://www.funbrain.com/math/index.html

POINT

LINE SEGMENT

ENDPOINT

LINE

RAY 

ANGLE 

VERTEX 

RIGHT ANGLE

TRIANGLE

QUADRANGLE

QUADRILATERAL

SQUARE 

RHOMBUS 

RECTANGLE

PARALLELOGRAM

TRAPEZOID

KITE

PARALLEL LINES

INTERSECT

PARALLEL LINE SEGMENTS

PARALLEL RAYS

SIDE

PENTAGON

POLYGON

VERTEX(VERTICES)

CONVEX

NONCONVEX (CONCAVE)

HEXAGON

HEPTAGON

OCTAGON

NONAGON

N-GON

INTERIOR

REGULAR POLYGON

EQUILATERAL TRIANGLE

COMPASS

CIRCLE 

CENTER

(of a circle)

RADIUS

CONCENTRIC CIRCLES

Skills Listed on Cover Sheet

Examples of Assessment

Some Student Learning/Practice Opportunities

Resources

http://www.k111.k12.il.us/king/math.htm#Factors/

http://instruction.aaps.k12.mi.us/EM_parent_hdbk/glossary_ef.html

1.

Determine equivalent expressions using whole numbers to 100

Students will be asked to find 2 other ways to show a number using different numbers and operations.

i.e.  Find 2 ways to show the number 24, with out using the number 6.

SRB p.131,203

Student Journal: p.29,36 #4,38, #1,41 #4,49,#4,51 #4

Study Link 2.2

2.

Subtract whole numbers with no more than 4 digits in the minuend and subtrahend.

 Add no more than 3 whole numbers addends with no more than 4 digits in each addend.

Subtract

___________=  4,068  -   3,294

519 -  42 = _______________

 Add

298 + 529 =_________

____________= 340 + 2,878

SRB p.9,10,11,14,206

Student Journal p. 28 #4,30 #3, 38 #5,39,40, 44,45 #4 and 5,46,47,48

Study Link: 2.7,2.9

http://www.mrnussbaumgames.com/draggable/substraction.html

http://nlvm.usu.edu/en/nav/frames_asid_155_g_2_t_1.html

3.

Determine the minimum and maximum of a data set.

Students will apply knowledge of reading a chart related to a story problem to identify the maximum and minimum in the data.

SRB p.

Student Journal p. 35,38 #3, 45 #3

Study Link 2.5,2.6, 2.8

4.

Organize and display data to make single bar graphs.

Use the data to make a bar graph

SRB: p.68

Student Journal:42,43

http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html

http://www.haelmedia.com/html/mc_m2_001.html

5.

Read, write represent whole numbers to 1,000,000 using words, symbols and models.

Use the  six digit number below to answer the following questions:

What is the word name for the number?

 Interview: Look at the numbers below.  Practice reading them quietly to yourself.

Read the numbers to your teacher.

Examples include, but not limited to:

215,597    961,480   559,401

Student Journal: p,38 # 6, 45 #6,

Study Link: 2.4

6.

Express whole numbers to 1,000,000 in expanded form

Match the six digit number to the number written in expanded form.

569,401

500,000 + 60,000 +9,000 + 400 + 1

Student Journal: p.32

Study Link: 

http://www.aaamath.com/B/g21d_px1.htm   ( scroll down to “practice”)

http://www.quia.com/mc/279741.html

7.

Identify the place value of a digit in a whole number to 1,000,000

Use the number above to answer the following questions:

1. What is the value of the number 6?
2. Which digit is in the thousand’s place?
3. Which number is 100,000 more than 569, 401?
4. Which number is 1,000 less?

SRB: p.4, 201, 204,

Student Journal: p.30 # 3,32, 33 #3, 34 #2,36 #3, 41 #3, 49 #3

Study Link: p.2.3, 2.4

 http://www.teachrkids.com

 http://www.kidsolr.com/math/math.html

 http://www.webmath.com/k8placevalue.html

 http://education.jlab.org/placevalue/index.html

 http://www.aaamath.com/B/g21b_px1.htm ( scroll down to “practice”)

8.

Complete a function table with a one operation rule ( +, -, x or ÷ with no remainders) rule using whole numbers to 50.

Complete the table below   

 * This standard is not directly taught through EDM, but is a State standard that will be addressed with this unit of study.

SRB- p.135, 142-146,

http://www.shodor.org/interactivate/activities/WholeNumberCruncher

9.

Interpret data contained in line plots.

Use the line plot to complete the following questions:

 Which statement is true?