Input/output table, T-charts Everyday Mathematics What's my ● rule? JP 59 & 64 (Mbox) Rate Tables 12.2 Combining two function machines ● Reversing a function machine Completion of Blackline Tiling a Patio Navigations through Algebra 3-5 ● Masters Growing Patterns Equilateral Triangles Triangle-Rule Machine C. Modeling 1. Recognize and describe change in quantities. NFC Everyday Mathematics 2.8 9.6 Class graph Graphs representing change over time (e.g., Grow and measure Amaryllis Bulb. ● temperature, height) Help students focus on the shape of the data: range, maximum, minimum, outlier How change in one physical quantity can ● produce a corresponding change in another (e.g., pitch of a sound depends on the rate of vibration) 2. Construct and solve simple open sentences Whole class discussion Number Balance Van De Walle, p. 428 involving any one operation (e.g., 3 x 6 = _____, n = 15 ÷ 3, 3 x ____ = 0, 16 - c = 7). manual p. 191 Everyday Mathematics 3.10 Different uses of variables Variables as unknowns Class discussion: Solve Number sentences involving Thinking Mathematically: Integrating b + b + b - 20 = 16 relational thinking, p.31 Arithmetic & Algebra in Elementary Carpenter, Franke, Levi Schools, Heinemann, 2003
● Input/output table, T-charts Everyday Mathematics What's my rule? JP 59 & 64 (Mbox) Rate Tables 12.2 ● Combining two function machines ● Reversing a function machine Completion of Blackline Masters Tiling a Patio Growing Patterns Equilateral Triangles Triangle-Rule Machine Navigations through Algebra 3-5 C. Modeling 1. Recognize and describe change in quantities. NFC Class graph Everyday Mathematics 2.8 9.6 ● Graphs representing change over time (e.g., temperature, height) Grow and measure Amaryllis Bulb. Help students focus on the shape of the data: range, maximum, minimum, outlier ● How change in one physical quantity can produce a corresponding change in another (e.g., pitch of a sound depends on the rate of vibration) 2. Construct and solve simple open sentences involving any one operation (e.g., 3 x 6 = _____, n = 15 ÷ 3, 3 x ____ = 0, 16 - c = 7). Whole class discussion manual p. 191 Number Balance Everyday Mathematics 3.10 Different uses of variables Variables as unknowns Van De Walle, p. 428 Class discussion: Solve b + b + b - 20 = 16 Number sentences involving relational thinking, p.31 Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary Schools, Carpenter, Franke, Levi Heinemann, 2003
FINAL_K-6_CURRICULUM_AUGUST_2010.docx