Curriculum Analysis Tool 1—Operations and Algebraic Thinking for Grades 3-5 CCSSM Grade 3 Grade 4 Grade 5 problems involving the Chap Cont Bal Use the four operations with Chap Cont Bal Chap. Cont Bal Pages N-L-M- N-L-M- Pages N-L-M- N-L-M- N-L-M- four operations, and identify numbers to solve A-H A-H A-H A-H A-H and explain patterns in problems A-H arithmetic. 8. Solve two-step word problems 3. Solve multistep word problems using the four operations. posed with whole numbers and Represent these problems using having whole number answers equations with a letter standing using the four operations, for the unknown quantity. Assess including problems in which the reasonableness of answers remainders must be interpreted. using mental computation and Represent these problems using estimation strategies including equations with a letter standing rounding. for the unknown quantity. Asses the reasonableness of answers using mental computation and estimation strategies including rounding Solve problems involving the Generate and analyze patterns Analyze patterns and four operations, and identify relationships and explain patterns in arithmetic. 9. Identify arithmetic patterns 5. Generate a number or shape 3. Generate two numerical (including patterns in the pattern that follows a given rule. patterns two given rules. addition or multiplication Identify apparent features of the Identify apparent relationships table), and explain them using pattern that were not explicit in between corresponding terms. properties of operations. the rule itself. Form ordered pairs consisting For For example, given of corresponding terms from the example, observe that 4 times a the rule 3” and the starting “Add two patterns, and graph the number is always even, and number 1, generate terms in the ordered pairs on the coordinate explain why 4 times a number resulting sequence and observe plane. can be decomposed into two that the terms appear to alternate For example, given the equal addends between odd and even numbers. rule 3” and starting “Add Explain informally why the number 0, and given the rule numbers will continue to 6” and the starting “Add alternate in this way. number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence.
Curriculum Analysis Tool 1—Operations and Algebraic Thinking for Grades 3-5 CCSSM Grade 3 Grade 4 Grade 5 problems involving the four operations, and identify and explain patterns in arithmetic. Chap Pages Cont N-L-M- A-H Bal N-L-M- A-H Use the four operations with numbers to solve problems Chap Pages Cont A-H Bal N-L-M- A-H Cont N-L-M- A-H Bal N-L-M- A-H 8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 3. Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Asses the reasonableness of answers using mental computation and estimation strategies including rounding Solve problems involving the four operations, and identify and explain patterns in arithmetic. Generate and analyze patterns Analyze patterns and relationships 9. Identify arithmetic patterns (including patterns in the addition or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. 3. Generate two numerical patterns two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on the coordinate plane. For example, given the rule “Add 3” and starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Chap.
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