Progressions from Common Core State Standards in Mathematics: For an in-depth discussion of the overarching, “big picture” perspective on student learning of content related to this unit, see: The Common Core Standards Writing Team (10 September 2011). Progressions for the Common Core State Standards in Mathematics (draft), http://commoncoretools.files.wordpress.com/2011/05/ccss_progression_cc_oa_k5_2011_05_302.pdf Vertical Alignment: Vertical curriculum alignment provides two pieces of information: description of prior learning that should support (1)a the learning of the concepts in this unit, and (2) a description of how the concepts studied in this unit will support the learning of additional mathematics. Key Advances from Previous Grades: In grade 3, students should solve word problems with four operations knowing how to perform operations in the conventional order. In grade 4, students use multistep word problems with whole numbers knowing to perform operations in the conventional way. Additional Mathematics: Students will use previous knowledge to write and interpret numerical expressions: In grade 6, when simplifying expressions with exponents; simplifying algebraic expression; and solving one-variable equations and inequalities. In grade 7, when working with rational numbers; using properties of operations to generate equivalent expressions; and solving authentic problems using numerical and algebraic expressions and equations. In grade 8, when working with radicals and rational and irrational numbers. Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Overarching Unit Supporting Standards Instructional Connections Standards within the Domain outside the Cluster
Progressions from Common Core State Standards in Mathematics: For an in-depth discussion of the overarching, “big picture” perspective on student learning of content related to this unit, see: The Common Core Standards Writing Team (10 September 2011). Progressions for the Common Core State Standards in Mathematics (draft), http://commoncoretools.files.wordpress.com/2011/05/ccss_progression_cc_oa_k5_2011_05_302.pdf Vertical Alignment: Vertical curriculum alignment provides two pieces of information: (1)a description of prior learning that should support the learning of the concepts in this unit, and (2) a description of how the concepts studied in this unit will support the learning of additional mathematics. Key Advances from Previous Grades: In grade 3, students should solve word problems with four operations knowing how to perform operations in the conventional order. In grade 4, students use multistep word problems with whole numbers knowing to perform operations in the conventional way. Additional Mathematics: Students will use previous knowledge to write and interpret numerical expressions: In grade 6, when simplifying expressions with exponents; simplifying algebraic expression; and solving one-variable equations and inequalities. In grade 7, when working with rational numbers; using properties of operations to generate equivalent expressions; and solving authentic problems using numerical and algebraic expressions and equations. In grade 8, when working with radicals and rational and irrational numbers. Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Overarching Unit Standards Supporting Standards within the Domain Instructional Connections outside the Cluster
Unit_5_OA_A_1_2_Write_and_Interpret_Numerical_Expressions_needs_seed.docx