Instructional Software. Scope and Sequence. with Standards Alignment. High School Intervention. Common Core Edition

Transcription

1 Instructional Software Scope and Sequence with Standards Alignment High School Intervention Common Core Edition

2 Using This Document This Scope and Sequence with Standards Alignment contains a Standards Index followed by an Objectives List. Both sections address intervention content. üü Standards Index: Displays each grade level standard organized by domain; immediately following each standards description you ll find the name of the ST Math objective(s) that includes coverage. Used to quickly find ST Math content and objective names associated with a given standard. üü üü üü Objectives List: Displays each objective in the default sequence; includes standards coverage at the objective level, game names and descriptions. Used to quickly find standards coverage associated with ST Math objectives and games. Direct Coverage: Indicates that the objective exercises part or all of the standard. Supporting Coverage: Indicates that the objective exercises developing or inferred aspects of the standards Scope and Sequence with Standards Alignment for High School Intervention Common Core Edition Copyright 2017 by MIND Research Institute All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, or otherwise without the prior written permission of the publisher. MIND Research Institute 111Academy, Suite 100 Irvine, California 92617

3 GRADE 6 STANDARDS 6.RP - Ratios and Proportional Relationships Standard Objective(s) 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak., For every vote candidate A received, candidate C received nearly three votes. Direct: Proportional Relationships; Unit Rates, Tables, and Graphs; Linear Relationships Supporting: Applying Rates and Ratios 6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b not equal to 0, and use rate language in the context of a ratio relationship. Direct: Unit Rates, Tables, and Graphs Supporting: Applying Rates and Ratios 6.RP.A.3 Use ratio and rate reasoning to solve real world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Direct: Rational Concepts; Percents with Increases and Decreases; Percent Growth; Relationship Graphs; Applying Rates and Ratios 6.RP.A.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Direct: Unit Rates, Tables, and Graphs; Relationship Graphs; Linear Relationships continued on next page CommonCore Edition 1 High School Intervention

4 6.RP - Ratios and Proportional Relationships (continued) Standard 6.RP.A.3b Objective(s) Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Direct: Unit Rates, Tables, and Graphs; Relationship Graphs; Applying Rates and Ratios 6.RP.A.3c Find a percent of a quantity as a rate per 100 (e.g., 30 percent of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Direct: Rational Concepts; Percents with Increases and Decreases; Percent Growth 6.RP.A.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Supporting: Applying Rates and Ratios CommonCore Edition 2 High School Intervention

5 6.NS - The Number System Standard Objective(s) 6.NS.C.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Direct: Rational Concepts; Adding and Subtracting Rational Numbers; Multiplying and Dividing Rational Numbers 6.NS.C.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. Direct: Adding and Subtracting Rational Numbers; Multiplying and Dividing Rational Numbers; Relationship Graphs 6.NS.C.6b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Direct: Relationship Graphs 6.NS.C.6c Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Direct: Rational Concepts; Adding and Subtracting Rational Numbers; Multiplying and Dividing Rational Numbers CommonCore Edition 3 High School Intervention

6 6.EE - Expressions and Equations Standard Objective(s) 6.EE.A.1 Write and evaluate numerical expressions involving whole number exponents. Direct: Exponents, Squares and Roots 6.EE.A.2a Write expressions that record operations with numbers and with letters standing for numbers. Supporting: Properties of Operations 6.EE.A.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. Direct: Properties of Operations 6.EE.A.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order. Supporting: Properties of Operations 6.EE.A.3 Apply the properties of operations to generate equivalent expressions. Direct: Properties of Operations; Using Parentheses 6.EE.A.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). Supporting: Properties of Operations; Using Parentheses continued on next page CommonCore Edition 4 High School Intervention

7 6.EE - Expressions and Equations (continued) Standard Objective(s) 6.EE.B.6 Use variables to represent numbers and write expressions whensolving a real world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Supporting: Properties of Operations 6.EE.B.7 Solve real world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. Direct: Solving One-Step Equations; Solving Two-Step Equations; Solving Linear Equations CommonCore Edition 5 High School Intervention

8 6.SP - Statistics and Probability Standard Objective(s) 6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Direct: Line Plots and Summary Statistics 6.SP.B.5 Summarize numerical data sets in relation to their context. Direct: Line Plots and Summary Statistics 6.SP.B.5c Give quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Direct: Line Plots and Summary Statistics CommonCore Edition 6 High School Intervention

9 GRADE 7 STANDARDS 7.RP - Ratios and Proportional Relationships Standard Objective(s) 7.RP.A.2 Recognize and represent proportional relationships between quantities. Direct: Proportional Relationships; Unit Rates, Tables, and Graphs; Linear Relationships; Applying Rates and Ratios 7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Direct: Proportional Relationships; Unit Rates, Tables, and Graphs; Linear Relationships; Applying Rates and Ratios 7.RP.A.2d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. Direct: Unit Rates, Tables, and Graphs CommonCore Edition 7 High School Intervention

10 7.NS - The Number System Standard Objective(s) 7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Direct: Adding and Subtracting Rational Numbers 7.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p q = p + ( q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Direct: Adding and Subtracting Rational Numbers 7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers. Direct: Adding and Subtracting Rational Numbers 7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. Direct: Multiplying and Dividing Rational Numbers 7.NS.A.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as ( 1)( 1) = 1 and the rulesfor multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. Direct: Multiplying and Dividing Rational Numbers continued on next page CommonCore Edition 8 High School Intervention

11 7.NS - The Number System (continued) Standard 7.NS.A.2b Objective(s) Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then (p/q) = ( p)/q = p/( q). Interpret quotients of rational numbers by describing real world contexts. Direct: Multiplying and Dividing Rational Numbers 7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers. Direct: Multiplying and Dividing Rational Numbers 7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers Direct: Adding and Subtracting Rational Numbers; Multiplying and Dividing Rational Numbers CommonCore Edition 9 High School Intervention

12 7.EE - Expressions and Equations Standard Objective(s) 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Direct: Solving One-Step Equations; Solving Two-Step Equations; Relationship Graphs 7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. Direct: Solving One-Step Equations; Solving Two-Step Equations CommonCore Edition 10 High School Intervention

13 GRADE 8 STANDARDS 8.EE - Expressions and Equations Standard Objective(s) 8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.. Direct: Graphing Linear Functions 8.EE.C.7 Solve linear equations in one variable, Direct: Solving One-Step Equations; Solving Two-Step Equations; Solving Linear Equations 8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Direct: Solving One-Step Equations; Solving Two-Step Equations; Solving Linear Equations CommonCore Edition 11 High School Intervention

14 8.F - Functions Standard Objective(s) 8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Supporting: Linear Relationships 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Direct: Graphing Linear Functions 8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values,including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Direct: Graphing Linear Functions CommonCore Edition 12 High School Intervention

15 HIGH SCHOOL STANDARDS HSA.SSE - Seeing Structure in Expressions Standard HSA.SSE.B.3 Objective(s) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Direct: Factoring Quadratics HSA.SSE.B.3a Factor a quadratic expression to reveal the zeros of the function it defines. Direct: Factoring Quadratics HSA.REI - Reasoning with Equations and Inequalities Standard HSA.REI.B.3 Objective(s) Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Direct: Solving One-Step Equations; Solving Two-Step Equations; Solving Linear Equations HSA.REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Direct: Graphing Linear Functions; Parabolas and Quadratic Functions CommonCore Edition 13 High School Intervention

16 HSF.IF - Interpreting Functions Standard HSF.IF.A.1 Objective(s) Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). Supporting: Graphing Linear Functions; Parabolas and Quadratic Functions HSF.IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Supporting: Graphing Linear Functions; Parabolas and Quadratic Functions HSF.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Direct: Graphing Linear Functions; Parabolas and Quadratic Functions HSF.IF.C.7a Graph linear and quadratic functions and show intercepts, maxima, and minima. Direct: Graphing Linear Functions; Parabolas and Quadratic Functions CommonCore Edition 14 High School Intervention

17 STANDARDS INDEX (INTERVENTION CONTENT) Operations and Algebraic Thinking Standard Objective(s) 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Direct: Multiplication Algorithm; Division Algorithm 5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 x (8 + 7). Recognize that 3 x ( ) is three times as large as , without having to calculate the indicated sum or product. Supporting: Multiplication Algorithm 5.OA.B.3 Generate two numerical patterns using 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 a coordinate plane. For example, given the rule Add 3 and the 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. Explain informally why this is so. Supporting: Fraction Multiplication CommonCore Edition 15 High School Intervention

18 Number and Operations in Base Ten Standard Objective(s) 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Direct: Base Ten Concepts; Whole Number Subtraction; Multiplication Algorithm; Decimal Place Value 2.NBT.A.1a Understand that 100 can be thought of as a bundle of ten tens called a hundred. Direct: Base Ten Concepts 2.NBT.A.1b Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Direct: Base Ten Concepts 2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Direct: Base Ten Concepts 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Direct: Whole Number Addition; Whole Number Subtraction 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. Supporting: Whole Number Addition; Whole Number Subtraction; Decimal Addition and Subtraction continued on next page CommonCore Edition 16 High School Intervention

19 Number and Operations in Base Ten (continued) Standard 2.NBT.B.7 Objective(s) Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Direct: Whole Number Addition; Whole Number Subtraction 2.NBT.B.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Supporting: Whole Number Addition 2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Supporting: Whole Number Addition 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Supporting: Base Ten Concepts; Whole Number Subtraction; Multiplication Algorithm; Decimal Place Value 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Direct: Whole Number Addition; Whole Number Subtraction continued on next page CommonCore Edition 17 High School Intervention

20 Number and Operations in Base Ten (continued) Standard 4.NBT.A.1 Objective(s) Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that = 10 by applying concepts of place value and division. Direct: Base Ten Concepts 4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using the symbols for less than, greater than, and equal to to record the results of comparisons. Direct: Base Ten Concepts 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. Direct: Whole Number Addition; Whole Number Subtraction 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Direct: Multiplication Algorithm Supporting: Fraction Division 4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Direct: Whole Number Addition; Whole Number Subtraction; Division Algorithm continued on next page CommonCore Edition 18 High School Intervention

21 Number and Operations in Base Ten (continued) Standard 5.NBT.A.1 Objective(s) Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Direct: Base Ten Concepts 5.NBT.A.3 Read, write, and compare decimals to thousandths. Direct: Decimal Place Value; Decimal Addition and Subtraction 5.NBT.A.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., = 3 x x x x (1/10) + 9 x (1/100) + 2 x (1/1000). Direct: Decimal Place Value; Decimal Addition and Subtraction 5.NBT.A.3b Compare two decimals to thousandths based on meanings of the digits in each place, using the symbols for greater than, less than, and equal to to record the results of comparisons. Direct: Decimal Place Value 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Direct: Multiplication Algorithm Supporting: Fraction Division continued on next page CommonCore Edition 19 High School Intervention

22 Number and Operations in Base Ten (continued) Standard 5.NBT.B.6 Objective(s) Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Direct: Division Algorithm 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Direct: Decimal Addition and Subtraction; Decimal Multiplication; Decimal Division CommonCore Edition 20 High School Intervention

23 Measurement and Data Standard Objective(s) 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Direct: Volume 3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. Direct: Area and Perimeter 3.MD.C.5b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. Direct: Area and Perimeter 3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Direct: Area and Perimeter; Area of Polygons 3.MD.C.7 Relate area to the operations of multiplication and addition. Direct: Multiplication Algorithm; Area and Perimeter; Area of Polygons 3.MD.C.7a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Direct: Area and Perimeter; Area of Polygons continued on next page CommonCore Edition 21 High School Intervention

24 Measurement and Data (continued) Standard 3.MD.C.7b Objective(s) Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. Direct: Multiplication Algorithm; Area and Perimeter; Area of Polygons 3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Direct: Area and Perimeter; Area of Polygons 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Supporting: Decimal Addition and Subtraction 4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Direct: Area and Perimeter; Area of Polygons 4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. Direct: Polygon Angle Sums continued on next page CommonCore Edition 22 High School Intervention

25 Measurement and Data (continued) Standard 4.MD.C.5a Objective(s) Understand that an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles. Direct: Polygon Angle Sums 4.MD.C.7 Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Direct: Polygon Angle Sums 5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. Direct: Volume 5.MD.C.3a A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume. Direct: Volume 5.MD.C.3b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. Direct: Volume continued on next page CommonCore Edition 23 High School Intervention

26 Measurement and Data (continued) Standard Objective(s) 5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Direct: Volume 5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Direct: Volume Supporting: Area and Perimeter; Area of Polygons 5.MD.C.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. Direct: Volume Supporting: Area and Perimeter; Area of Polygons 5.MD.C.5b Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems. Direct: Volume 5.MD.C.5c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems. Direct: Volume CommonCore Edition 24 High School Intervention

27 Geometry Standard Objective(s) 2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Direct: Shapes and Attributes 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Direct: Area and Perimeter 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Direct: Visual Fraction Concepts; Comparing and Equivalent Fractions 3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Direct: Shapes and Attributes 3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Direct: Visual Fraction Concepts; Comparing and Equivalent Fractions; Fraction Multiplication continued on next page CommonCore Edition 25 High School Intervention

28 Geometry (continued) Standard Objective(s) 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Direct: Shapes and Attributes 4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Direct: Shapes and Attributes 5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Direct: Shapes and Attributes; Polygon Angle Sums 5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties. Direct: Polygon Angle Sums CommonCore Edition 26 High School Intervention

29 Number and Operations-Fractions Standard Objective(s) 3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Direct: Visual Fraction Concepts; Fractions on the Number Line; Comparing and Equivalent Fractions; Fraction Addition and Subtraction 3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. Direct: Fractions on the Number Line; Comparing and Equivalent Fractions 3.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. Direct: Fractions on the Number Line; Comparing and Equivalent Fractions 3.NF.A.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. Direct: Fractions on the Number Line; Comparing and Equivalent Fractions 3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Direct: Visual Fraction Concepts; Fractions on the Number Line; Comparing and Equivalent Fractions; Fraction Multiplication; Fraction Decimal Equivalence continued on next page CommonCore Edition 27 High School Intervention

30 Number and Operations-Fractions (continued) Standard 3.NF.A.3a Objective(s) Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Direct: Comparing and Equivalent Fractions 3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. Direct: Comparing and Equivalent Fractions 3.NF.A.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. Direct: Fractions on the Number Line; Fraction Multiplication 3.NF.A.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols for greater than, less than, or equal to and justify the conclusions, e.g., by using a visual fraction model. Direct: Comparing and Equivalent Fractions 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Direct: Visual Fraction Concepts; Comparing and Equivalent Fractions Supporting: Fractions on the Number Line; Fraction Addition and Subtraction; Fraction Decimal Equivalence continued on next page CommonCore Edition 28 High School Intervention

31 Number and Operations-Fractions (continued) Standard Objective(s) 4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Direct: Visual Fraction Concepts; Fractions on the Number Line; Fraction Addition and Subtraction 4.NF.B.3c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Direct: Fraction Addition and Subtraction 4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Direct: Fraction Multiplication; Fraction Division 4.NF.B.4a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Direct: Fraction Multiplication 4.NF.B.4b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In general, n x (a/b) = (n x a)/b.) Direct: Fraction Multiplication continued on next page CommonCore Edition 29 High School Intervention

32 Number and Operations-Fractions (continued) Standard Objective(s) 4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Direct: Fraction Decimal Equivalence; Decimal Place Value 4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols for greater than, less than, or equal to and justify the conclusions, e.g., by using a visual model. Direct: Decimal Place Value 5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/ /12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) Direct: Unlike Denominator Concepts and Strategies; Unlike Denominator Addition and Subtraction Supporting: Visual Fraction Concepts; Comparing and Equivalent Fractions 5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 is less than 1/2. Supporting: Visual Fraction Concepts; Comparing and Equivalent Fractions; Fraction Decimal Equivalence continued on next page CommonCore Edition 30 High School Intervention

33 Number and Operations-Fractions (continued) Standard Objective(s) 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Direct: Fraction Multiplication; Fraction Division 5.NF.B.4a Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q b. For example, use a visual fraction model to show (2/3) x 4 = 8/3, and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) Direct: Fraction Multiplication 5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. Direct: Fraction Multiplication 5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Direct: Fraction Multiplication 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Direct: Fraction Division continued on next page CommonCore Edition 31 High School Intervention

34 Number and Operations-Fractions (continued) Standard 5.NF.B.7b Objective(s) Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 x (1/5) = 4. Direct: Fraction Division 5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Direct: Fraction Division CommonCore Edition 32 High School Intervention

35 OBJECTIVES Rational Concepts Direct: 6.RP.A.3, 6.RP.A.3c, 6.NS.C.6, 6.NS.C.6c Module 1: Non-Repeating Decimals Percent Tractor Percent Tractor 4ths, 5ths Percent Grid Percent Grid Bubble Fraction, Percent, Decimal Trap Convert the given fraction into a percent. This game relates fractions with power of ten denominators to percents using a model. Convert the given fraction into a percent. This game relates common fractions to percents using a model. Identify the decimal, fraction, and percent equivalents of numbers using the given model. Convert percents into fractions with power of ten denominators. Estimate the location of fractions, decimals, and percents on the number line. Module 2: Repeating Decimals Fraction to Decimal Conversions Repeating Decimals to Fractions Fractions to Repeating Decimals Pie Chart Make Fraction Pie Chart Make Table Convert between fraction and decimal representations of numbers using the division algorithm. Choose an equivalent fraction given a repeating decimal using the division algorithm. Choose an equivalent repeating decimal given a fraction using the division algorithm. Create a pie chart based on data. Create table values based on a given pie chart. CommonCore Edition 33 High School Intervention

36 Adding and Subtracting Rational Numbers Direct: 6.NS.C.6, 6.NS.C.6a, 6.NS.C.6c, 7.NS.A.1, 7.NS.A.1c, 7.NS.A.1d, 7.NS.A.3 Module 1: Negative Addition and Subtraction Concepts JiJi Cycle Crank Pies Evaluate Crank Pies Missing Term Crank Pies Numeric Variable Stacks Same Sign Variable Stacks Mixed Signs Variable Stacks Missing Term Relate a collection of fractions represented with circular diagrams to a single point on the number line. Add and subtract fractions with like denominators using circular diagrams displaying equal parts of a whole. Add and subtract fractions with like denominators using circular diagrams displaying equal parts of a whole. Add and subtract fractions with like denominators using circular diagrams displaying equal parts of a whole. Add positive and negative fractions of the same sign using visual models. Add positive and negative fractions of different signs using visual models. Find missing terms in addition situations using positive and negative fractions of the same sign, using visual models. Module 2: Subtracting Negatives Estimate Arithmetic with Big Numbers Scale Frac Add Sub Scale Frac 3 Terms Numline Add Sub Negation Numline Add Sub 3 Terms Evaluate expressions with positive and negative terms and plot as a point on the number line. Add and subtract fractions and mixed numbers on the number line. The fractions and mixed numbers are presented using visual models. Add and subtract fractions and mixed numbers on the number line. The fractions and mixed numbers are presented using visual models. Add and subtract fractions and mixed numbers on the number line. The fractions and mixed numbers are presented using visual models. Add and subtract fractions and mixed numbers on the number line. The fractions and mixed numbers are presented using visual models. CommonCore Edition 34 High School Intervention

37 Multiplying and Dividing Rational Numbers Direct: 6.NS.C.6, 6.NS.C.6a, 6.NS.C.6c, 7.NS.A.2, 7.NS.A.2a, 7.NS.A.2b, 7.NS.A.2c, 7.NS.A.3 Module 1: Introduction to Negative Multiplication Crank Stacks Visual Crank Stacks Numeric Crank Stacks Into the Unknown Kaboomerang An Ornament Multiply positive and negative fractions by a whole number using a visual model. Multiply positive and negative fractions by a whole number using numeric strategies Solve for a missing positive or negative fractional coefficient given a whole number and fractional product using a visual model. Solve for a missing positive fractional coefficient given an integer multiplicand and product using a numberline model. Module 2: Multiplication, Division and Two Operands Variable Stacks Visual Variable Stacks Numeric Multiplication and Division Stacks Countdown Multiplication and Division Stacks Pit Stop Multiplication and Division Stacks Finish Line Kaboomerang Ornaments Solve for an unknown rational multiplicand given another, and a rational product, using a visual model. Solve for an unknown rational multiplicand given another, and a rational product, using a visual model with a numeric prompt. Solve for an unknown rational multiplicand or divisor using a visual model. Solve for an unknown rational multiplicand or divisor using a visual model. Solve for an unknown rational multiplicand or divisor using a visual model. Solve for a missing positive fractional coefficient given multiple integer multiplicands and products using a numberline model. CommonCore Edition 35 High School Intervention

38 Proportional Relationships Direct: 6.RP.A.1, 7.RP.A.2, 7.RP.A.2b Module 1: Proportional Reasoning Ratio Monster Build-A-Monster Stretch-A-Block Stretch-A-Block 2 Rubberbands Negatives Kaboomerang!! Given a model for a ratio and either the antecedent or consequent, find the missing parts. Find a visual ratio to describe the data. Scale blocks by whole number factors using a visual model. Scale blocks using a visual model. This game uses both whole numbers and fractions as scale factors. Given a model on scaling, explore proportional reasoning with negative scale factors. Proportional reasoning in this number line model. Module 2: Numbers and Proportions More Monster Parts Build-A-Monster LI Ornaments Proportions Ornaments Picka-Proportion Given a multiple term ratio, determine the missing parts that fulfill the ratio. Write a ratio to describe the data. Given a ratio, select equivalent ratios using the model. Given data, chose and complete the ratio that describes it. CommonCore Edition 36 High School Intervention

39 Percents with Increases and Decreases Direct: 6.RP.A.3, 6.RP.A.3c Module 1: Intro To Percent Increase and Percent Decrease Percent Objects Percent Objects LI Percent Grid Percent Coin Visually estimate percent of, percent increase, and percent decrease problems. Symbolically estimate percent of, percent increase, and percent decrease problems. Identify the decimal, fraction, or percent equivalents of rational numbers using a 100s chart model. Convert visually between percent increase/decrease and percent of. Module 2: Solve for Percent Increase and Percent Decrease Percent Strategy Percent Solve Percent Expression Use a bar model strategy to solve percent problems, including percent increase and decrease. Solve visual and symbolic percent problems. Build equivalent expressions for percent increase and percent decrease situations. CommonCore Edition 37 High School Intervention

40 Unit Rates, Tables, and Graphs Direct: 6.RP.A.1, 6.RP.A.2, 6.RP.A.3a, 6.RP.A.3b, 7.RP.A.2, 7.RP.A.2b, 7.RP.A.2d Module 1: Unit Rates Hungry Monsters Ornaments Operations Blob Price Given a ratio, find the missing monsters or missing fruit. Given equivalent ratios in the model, determine the scale factor. Solve unit rate problems involving unit pricing. Module 2: Tables and Graphs Monster Graphs Monster Graphs Build Rates Monster Tables Monster Tables Build Rates Ornaments Tables Given a rate, plot equivalent rates on a graph. Given a graph of equivalent rates, determine an additional or reduced rate. Given a rate, write equivalent rates in a table. Given a table of equivalent rates, determine an additional or reduced rate. Determine which table describes a proportional relationship and complete the table. Percent Growth Direct: 6.RP.A.3, 6.RP.A.3c Percent Growth Visual Percent Growth Expression Percent Decay Visually estimate linear and repeated percent problems. Create expressions to model linear and repeated percent situation. Visually estimate and create expressions to model percent decay. CommonCore Edition 38 High School Intervention

41 Properties of Operations Direct: 6.EE.A.2b, 6.EE.A.3 Supporting: 6.EE.A.2a, 6.EE.A.2c, 6.EE.A.4, 6.EE.B.6 Operation Race Multiplying with Parentheses Distributive Property Operation Race with Parentheses Evaluate numerical expressions using the correct order of operations. Learn the meaning of and how to simplify expressions involving variables and parentheses. Use the distributive property to show the meaning of expressions with parentheses and variables. Identify the operator precedence for numerical expressions involving arithmetic operations and parentheses. Using Parentheses Direct: 6.EE.A.3 Supporting: 6.EE.A.4 Complete Box Which Parentheses? Box Commute Wall Factory Wall Factory Multiple Choice Fill in the blanks to create an expression that represents the area and arrangement of blocks that is shown. Identify where the parentheses should be placed to make the expression equal to the given value. Use the commutative property to transform the given expression into one that represents a different configuration of blocks. Choose values for the variables to make the given expression represent the configuration of blocks in the ground. Choose the expression that could represent the given configuration of blocks. CommonCore Edition 39 High School Intervention

42 Solving One-Step Equations Direct: 6.EE.B.7, 7.EE.B.4, 7.EE.B.4a, 8.EE.C.7, 8.EE.C.7b, HSA.REI.B.3 Missing Addend Variable Stacks Solve Equation Rolling Equations Variable Stacks LI Fill in the missing addend to make the equation true. Solve one- and two-step one-variable linear equations involving addition and multiplication. The two sides of the equation are modeled as stacks that need to have equal height. Solve one-variable addition, subtraction, or multiplication equations. Use a number line model to solve one-variable addition equations and to find particular solutions to two-variable addition equations, including equations with multiple instances of the variable or variables. Solve one- and two-step one-variable addition and multiplication equations that are presented symbolically. CommonCore Edition 40 High School Intervention