Mathematics Curriculum Guide  

for Parents 

Revised July 2010  

Elem

entary 

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Mathematics Curriculum Guide for Parents Elementary

Table of Contents

Introduction ........................................................................................................Page 3 Georgia Performance Standards.......................................................................Page 5 Essential Math Terms ........................................................................................Page 10 Course Sequence...............................................................................................Page 21 Placement Criteria..............................................................................................Page 22 Continuous Achievement..................................................................................Page 24 Online Resources...............................................................................................Page 26

         

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The Fulton County Schools Mathematics Curriculum stresses rigorous concept development, presents realistic and relevant applications, and keeps a strong emphasis on computational skills. A direct instruction approach provides students with specific skills-based instruction from their teachers at the beginning of new lessons followed by both guided and independent practice. Engaging students in problem solving and real world application are important aspects of mathematics instruction. Technology and manipulatives such as fraction tiles and base-ten blocks support the conceptual development of mathematical concepts and skills. The Elementary Mathematics Curriculum focuses on the following:

• Computational Skills • Problem Solving Skills • Conceptual Understanding • Mastery of Math Facts • Estimation and Mental Math Skills

Students are placed on-level, advanced, or accelerated mathematics classrooms based on classroom performance, Fulton County Benchmark Assessments and State Assessments. The elementary mathematics textbooks used to support the math curriculum include: On-level:

• Scott Foresman Addison Wesley- Georgia Mathematics, 2009 edition Advanced Level:

• Kendall Hunt Publishing , M3: Mentoring Mathematical Minds • Scott Foresman Addison Wesley- Georgia Mathematics, 2009 edition

Middle School Accelerated Level:

• Pearson/Prentice Hall- Mathematics, Georgia edition Support Resources:

• SRA/McGraw-Hill, publisher SRA Real Math

• SRA/McGraw-Hill, publisher Number Worlds

• SRA/McGraw-Hill, publisher Real Math Game Mats

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Lesson Planning and Instructional Delivery

Building Student Understanding and Proficiency

Lesson Opening

• Steps 1-4 clarify the purpose of learning, engage students, link prior knowledge and build prerequisite skills.

Steps included as a part of the lesson opening include:

1. Communication of Learning Intentions

2. Communication of Success Criteria

3. Build Commitment and Engagement

4. Teacher Presentation Strategies

Work Period

• Step 5 involves opportunities for students to practice, demonstrate, or work through new learning with teacher supervision and appropriate feedback. During this phase of the lesson differentiation is provided through scaffolding, interventions and extensions. This step is known as:

5. Guided Practice

Lesson Summary

• Steps 6 and 7 allow students to form a coherent picture of the major elements of the standards that have been taught and prepare students to work independently. Steps in the lesson summary include:

6. Closure

7. Independent Practice

Lesson Summary

Lesson Opening

Work Period

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Georgia Performance Standards The Georgia Performance Standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.” The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information. They also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information. The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by using manipulatives and a variety of representations, working independently and cooperatively to solve problems, estimating and computing efficiently. There is a shift towards applying mathematical concepts and skills in the context of authentic problems and for the student to understand concepts rather than merely follow a sequence of procedures. In mathematics classrooms, students will learn to think critically in a mathematical way with an understanding that there are many different ways to a solution and sometimes more than one right answer in applied mathematics. Mathematics is the economy of information. The central idea of all mathematics is to discover how knowing some things well, via reasoning, permit students to know much else—without having to commit the information to memory as a separate fact. It is the connections, the reasoned, logical connections that make mathematics manageable. As a result, implementation of Georgia’s Performance Standards places a greater emphasis on problem solving, reasoning, representation, connections, and communication. Topics should be represented in multiple ways including concrete/pictorial, verbal/written, numeric/data-based, graphical, and symbolic. Concepts should be introduced and used in the context of real world phenomena. The Performance Standards Curriculum is organized into four content strands for grades K-2: Number and Operations, Measurement, Geometry, and Data Analysis and Probability. Grades 3-6 add the Algebra strand. At each grade there are process standards that emphasize problem solving, reasoning, representation, connections and communication. These strands were developed by the National Council of Teachers of Mathematics and are consistent throughout the K-12 Mathematics Curriculum. Curriculum Content for Elementary School Mathematics The Fulton County mathematics curriculum is based on the Georgia Performance Standards which are implemented through the Continuous Achievement Model. The goal of Continuous Achievement is to have all students challenged at their highest level. In this model, the K-1 Curriculum is written such that teachers can

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scaffold, compact or expand the curriculum depending upon the student’s needs as they progress through the curriculum. In second semester 1st grade through 5th grade, based upon performance criteria, students are placed on-level, advanced or accelerated (a full year ahead). Depending upon the placement level, the pacing, depth and instructional level of the curriculum provided to the student is varied in order to provide the necessary challenge or support.

Kindergarten By the end of Kindergarten, students will understand the following concepts: • Connect numerals to the quantities they represent. • Use representations to model addition and subtraction. • Group objects according to common properties such as longer/shorter,

more/less, taller/shorter, and heavier/lighter. • Understand the measurement of calendar time. • Understand time as it relates to a daily schedule. • Correctly name simple two and three-dimensional figures, and recognize

them in the environment. • Understand basic spatial relationships. • Identify, create, extend, and transfer patterns from one representation to

another using actions, objects, and geometric shapes. • Pose information questions, collect data, organize, and display results using

objects, pictures, and picture graphs. By the end of Grade 1, students will understand the following concepts: • Estimate, model, compare, order, and represent whole numbers up to 100. • Understand place value notation for the numbers 1 to 99. • Add and subtract numbers less than 100 as well as understand and use the

inverse relationship between addition and subtraction. • Count collections of up to 100 objects by dividing them into equal parts and

represent the results using words, pictures, or diagrams. • Compare and/or order the length, height, weight, or capacity of two or more

objects by using direct comparison or a nonstandard unit. • Develop an understanding of the measurement of time. • Study and create various two and three-dimensional figures and identify

basic figures (squares, circles, triangles, and rectangles) within them.

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• Compare, contrast, and/or classify geometric shapes by the common attributes of position, shape, size, number of sides, and number of corners.

• Arrange and describe objects in space by proximity, position, and direction (near, far, below, above, up, down, behind, in front of, next to, and left or right of).

• Create simple tables and graphs and interpret them. By the end of Grade 2, students will understand the following concepts: • Use multiple representations of numbers to connect symbols to quantities. • Build fluency with multi-digit addition and subtraction. • Understand multiplication, multiply numbers, and verify results. • Understand and compare fractions. • Represent and interpret quantities and relationships using mathematical

expressions including equality and inequality signs (=, >, <, ≠). • Know the standard units of inch, foot, yard, and metric units of centimeter

and meter and measure length to the nearest inch or centimeter. • Tell time to the nearest five minutes and know relationships of time such as

the number of seconds in a minute, minutes in an hour and hours in a day. • Explore temperature. • Describe and classify plane figures (triangles, square, rectangle, trapezoid,

quadrilateral, pentagon, hexagon, and irregular polygonal shapes) according to the number of sides and vertices and the sizes of angles (right angle, obtuse, acute).

• Describe and classify solid geometric figures (prisms, pyramids, cylinders, cones, and spheres) according to such things as the number of edges and vertices and the number and shape of faces and angles.

• Describe the change in attributes as two and three-dimensional shapes are cut and rearranged.

• Create simple tables and graphs and interpret their meaning. By the end of Grade 3, students will understand the following concepts: • Further develop their understanding of whole numbers, decimals and ways

of representing them. • Further develop their skills of addition and subtraction and apply them in

problem solving. • Further develop their understanding of multiplication of whole numbers

and develop the ability to apply it in problem solving. • Understand the meaning of division and develop the ability to apply it in

problem solving. • Understand the meaning of decimal fractions and common fractions in

simple cases and apply them in problem-solving situations.

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• Further develop their concept of time by determining elapsed time of a full, half, and quarter hour.

• Measure length using the appropriate units and tools. • Understand and measure the perimeter of geometric figures. • Understand and measure the area of simple geometric figures (squares and

rectangles. • Further develop their understanding of geometric figures by drawing them.

They will also state and explain their properties. • Use mathematical expressions to represent relationships between quantities

and interpret given expressions. • Create and interpret simple tables and graphs.

By the end of Grade 4, students will understand the following concepts: • Further develop their understanding of how whole numbers and decimals

are represented in the base-ten numeration system. • Understand and apply the concept of rounding numbers. • Solve problems involving multiplication of 2-3 digit numbers by 1-2 digit

numbers. • Further develop their understanding of division of whole numbers and

divide in problem solving situations without calculators. • Further develop their understanding of the meaning of decimals and use

them in computations. • Further develop their understanding of the meaning of decimal fractions

and common fractions and use them in computations. • Explain and use properties of the four arithmetic operations to solve and

check problems. • Understand the concept of weight and how to measure weight. • Understand the concept of angles and how to measure them. • Define and identify the characteristics of geometric figures through

examination and construction. • Understand fundamental solid figures. • Use the coordinate system. • Represent and interpret mathematical relationships in quantitative

expressions. • Gather, organize, and display data according to the situation and compare

related features.

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By the end of Grade 5, students will understand the following concepts: • Further develop their understanding of whole numbers. • Further develop their understanding of decimals as part of the base-ten

number system. • Further develop their understanding of the meaning of multiplication and

division with decimals and use them. • Continue to develop their understanding of the meaning of common

fractions and compute with them. • Understand the meaning of percentage. • Extend their understanding of area of geometric plane figures. • Extend their understanding of perimeter to include circumference. • Measure capacity with appropriately chosen units and tools. • Understand and compute the volume of a simple geometric solid. • Understand congruence of geometric figures and the correspondence of

their vertices, sides, and angles. • Understand the relationship of the circumference of a circle to its diameter

is pi (π ≈ 3.14). • Represent and interpret the relationships between quantities algebraically. • Analyze graphs. • Collect, organize, and display data using the most appropriate graph.

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Essential Math Terms

Grade K Number: one of a series of symbols of unique meaning in a fixed order that can be derived by counting Numeral: symbol or mark used to represent a number Set: collection of numbers, geometric figures, letters, or other objects that have some characteristic in common Digits: symbols used to write numerals Equal: being the same or identical to in value More: greater or additional quantity, number, degree, or amount Less: not as great in amount or quantity Greater: larger in size than others of the same kind Fewer: quantifier meaning a smaller number of Same: equal in amount or value Model: representation of a concept or idea Day: the period of light between dawn and nightfall; the interval from sunrise to sunset Week: a seven-day calendar period, especially one starting with Sunday and continuing through Saturday Month: one of the 12 divisions of a year as determined by a calendar Triangle: a polygon with three sides Rectangle: a parallelogram with four sides and four right angles Square: a quadrilateral that has four right angles and four equal sides Circle: the set of all points in a plane that are the same distance from a given point Sphere: the set of all points in space that are equidistant from a fixed point, called the center Cube: a regular polyhedron whose six faces are congruent squares Beside: by the side of; a positional word Above: in a higher place; overhead; a positional word Below: in a lower place; under; a positional word In front of: a positional phrase meaning in the place before Behind: in the back of; a positional word Inside: the part within; inner surface Outside: the side or surface that is the outer part Capacity: the amount of space inside or the largest amount that can be held by a container Height: how high an object is; how far up a thing goes Length: the distance from one point to another Taller: a word used when comparing the height of two objects Shorter: a word used when comparing the height or length of two objects Longer: a word used when comparing the length of two objects Weight: how heavy a thing is Heavier: a word used when comparing the weight of two objects Lighter: a word used when comparing the weight of two objects Combine: Put together sets, join sets, add Separate: Take away, remove, subtract Compare: Describe how sets relate to each other using terms like more, less, or equal, heavier/lighter, etc. Quantity: the amount of objects

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Essential Math Terms

Grade 1 Demonstrate: to clearly show evidence of understanding Value: a numerical quantity, an amount Equivalent: equal in value Quantity: an amount that can be counted or measured Represent: to draw or build a model that stands for or symbolizes a mathematical understanding Count on: to continue counting in sequence from a given number Equal to: quantities that are the same Less than: a mathematical relationship where one value is not as much as another Greater than: a mathematical relationship where one value is more than another Number: a word that represents a quantity Numeral: a symbol that represents a number Combine: Put together sets, join sets, add Separating: Take away, remove, subtract Comparing: Describe how sets relate to each other using terms like more, less, or equal, lighter/heavier Counting strategy: A strategy that uses the counting sequence, by counting on from an initial quantity. Objects (fingers, counters, tally marks) may be used to keep track of the counts rather than represent the quantities given in the problem. Recalling facts: The exact fact needed to solve the problem is known. For example, to solve a problem by adding 6 and 7, a child might say, “I know that 6 and 7 is 13.” Doubles plus one: A strategy using a known fact that is close to what is needed to determine the exact fact that is needed. For example, to solve a problem by adding 6 and 7 without remembering the fact for 6 + 7, a child might say, “The answer is 13 because 6 and 6 is 12, and 7 is one more than 6, so I need to add one more to 12.” Estimating: Determining an approximate number or measure. Quantity: the amount of objects. Pentagon: a closed figure with five straight sides Hexagon: a closed figure with six straight sides Cylinder: a hollow or solid object shaped like a round pole or tube Cone: a solid object that has a flat, round base and narrows to a point at the top Rectangular prism: a solid object with six sides, some of which are rectangles Sphere: a solid round object Cube: a solid object with six square sides Near: a positional word; close; not far Far: a positional word; a long way off Next to: a positional word; beside Left of: a positional word; on or to the left Right of: a positional word; on or to the right Fraction: equal parts of the whole; a way to describe a part of whole or a group Whole: having all its parts; complete; the total Part: each of several equal quantities into which a whole may be divided Halves: the parts you get when you divide something into two equal parts Fourths: the parts you get when you divide something into four equal parts Length: The distance along a line or figure from one point to another. Weight: A measure of how heavy an object is. Estimate: A number close to an exact amount; an estimate tells about how much.

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Essential Math Terms

Minute: A unit of time that is equal to 60 seconds. 60 minutes is equal to one hour. Hour: Unit of time that is equal to 60 minutes. Twenty-four hours is equal to 1 day. Place Value: The value or meaning of a digit (symbol) in a number system based on its position in the order of digits. In our base-ten number system the digits that identify values are named ones, tens, hundreds, etc. Even Numbers: Whole (counting) numbers that can be divided into two equal groups. The integer 0 is included in the set of even integers. Odd Numbers: Whole (counting) numbers that can not be divided into two equal groups. Benchmarks: Easy to use numbers that provide natural or personal points of reference in the base-ten number system, such as ten and its multiples, half of ten (5) and its multiples, etc. Benchmarks often connect to familiar quantities, such as fingers and coins. Estimating: Determining an approximate number or measure when an exact number or measure is not needed (or to check an exact computation or measurement) Rounding: The process of finding out about how many or how much by expressing a number to the nearest unit, ten, hundred, etc. Base-ten understanding: Knowing that a group of 10 ones (or 100) can be counted as one ten (or ten tens). Evidence of base-ten understanding includes building or breaking apart sticks of 10 interlocking cubes, trading equivalent amounts of base-ten blocks, recognizing groups of tens in spoken number words (thirty-two is three tens and two ones), skip-counting by 10s, decade counting (10, 20, 30, etc.), incrementing by 10s (28, 38, 48, etc.), and direct place value explanation (forty plus four is forty-four) Grade 2 Venn Diagram: A picture that illustrates the relationship between two or more sets. Inch: A customary unit of length; 12 in. = 1 ft. Foot: A customary unit of length equal to 12 inches Yard: a customary unit of length equal to 3 feet Centimeter: A metric unit of length; 1100of a meter Meter: The standard unit of length in the metric system Estimate: (To make) an approximate or rough calculation, often based on rounding. Temperature: A measurement of how hot or cold something is. Temperature is measured with a thermometer and measured in degrees. Two common temperature scales are the Celsius scale

(oC) and the Fahrenheit scale (

oF ).

Thermometer: Instrument for measuring temperature. Minute: Unit of time; one sixtieth of an hour or 60 seconds Hour: Unit of time equal to 60 minutes. Plane figure: A figure of which all points lie in the same plane. Plane figures included in the Grade 2 GPS are triangles, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular polygons. Polygon: A closed plane figure (no gaps or openings) made of 3 or more sides and angles. Trapezoid: A quadrilateral with two parallel sides. Quadrilateral: A four-sided polygon. Pentagon: A five-sided polygon. Hexagon: A six-sided polygon. Regular Polygon: A polygon that is equiangular (all of the angles are congruent) and equilateral (all of the sides are congruent).

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Essential Math Terms

Irregular Polygon: A polygon that has sides and angles of differing sizes. Solid figure: A three-dimensional figure. Solid figures in the Grade 2 GPS include prisms, cylinders, cones, and spheres. Sphere: A three-dimensional figure with all points equidistant from the center (examples include a basketball or a globe). Edges: The sides of a geometric figure where two surfaces meet. Vertices: The corners of a geometric figure. Face: The plane figure(s) that make up a solid figure. Denominator: the bottom number of a fraction that tells how many equal parts are in a whole or set Numerator: the top number of a fraction that tells how many of those equal parts (mentioned in the denominator) are being described Fraction: A representation of part of a whole or part of a set Third: one of three equal parts Sixth: one of six equal parts Eighth: one of eight equal parts Tenth: one of ten equal parts Thousands Place: in place value, the place that represents the number of thousands; the place to the left of the hundreds place Associative Property: in addition and multiplication, no matter how the numbers are grouped, the answer will always be the same ex. (2 x 3) x 5 = 2 x (3 x 5) or (6 + 1) + 2 = 6 + (1 + 2) Identity Property for addition: when zero is added to a number the result is the number itself Identity Property for multiplication: when a number is multiplied by one the result is the number itself Join: to put together (ex. adding) Separate: to take apart (ex. subtracting) Difference: the amount that remains after one quantity is subtracted from another +: symbol that represents addition -: symbol that represents subtraction Factors: When you multiply two whole numbers to get a given number, then the two whole numbers are factors of the given number. Multiplication: The operation of repeated addition of the same number. Product: The result of multiplication. Equal: Having the same value. Array: The arrangement of objects in equal rows. Division: The operation of making equal groups and finding the number in each group or the number of groups. Quotient: The result of division. Commutative Property: In addition and multiplication, numbers may be added or multiplied together in any order Grade 3 Addend: A number being added Associative Property of Addition: When there are three addends, the sum does not change regardless of which two numbers you group together first. As in: 3 + 5 + 2 = (3 + 5) + 2 = 3 + (5 + 2) = 10; 8 + 2 = 3 + 7 = 10

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Essential Math Terms

Commutative Property of Addition: The order in which two numbers are added does not change the sum. As in: 9 + 7 = 16 and 7 + 9 = 16 Identity Property of Addition: A number that can be added to any second number without changing the second number. The identity for addition is 0 (zero) since adding zero to any number will give the number itself. Example: 0 + 5 = 5 + 0 = 5. Difference: The answer obtained when you subtract two numbers Doubling: Adding the same amount twice; or, two times a number Estimate: A reasonable answer to an operation on numbers Identity Property of Addition: When zero is added to any number, the sum is the original amount. Or, adding zero to any number does not change a number. Inverses: Operations that undo each other, such as addition and subtraction as well as multiplication and division. Operations: Addition, subtraction, multiplication, and division Sum: The total amount added. The total number of elements in the sets that were combined. Multiplication: The operation of repeated addition of the same number. Array: The arrangement of objects in equal rows. Division: The operation of making equal groups and finding the number in each group or the number of groups. Quotient: A number that is the result of division. Dividend: A number that is divided by another number. Divisor: A number by which another number is to be divided. Remainder: The number left over when a number cannot be divided "evenly". Equal: Having the same value. Commutative Property of Multiplication: The product of a group of numbers is the same regardless of the order in which the numbers are arranged. Example: 8 x 6 = 48 and 6 x 8 = 48; therefore, 8 x 6 = 6 x 8. Associative Property of Multiplication: The product of a set of numbers is the same no matter how the numbers are grouped. Example: (3x5)x2 = 15x2 = 30, and 3x(5x2) = 3x10 = 30, so (3x5)x2 = 3x(5x2). Identity Property of Multiplication: A number that can be multiplied by any second number without changing the second number. The identity for multiplication is "1," because multiplying any number by 1 will not change it. Example: 1 x 5 = 5 x 1 = 5. Acute angle: an angle whose measure is between 0 degrees and 90 degrees Angle: the region between two rays Area: a measurement of the region enclosed by the sides of a polygon Area is always expressed in squared units. Centimeter: a metric unit of length; 1/100 of a meter Circle: the set of all points in a plane that are the same distance (called the radius) from a given point (the center) Congruent: having the same size, shape and measure Diameter: a line segment passing through the center of a circle with endpoints on the circle. Edge: the sides of a geometric figure where two surfaces meet. Equilateral Triangle: a triangle with three equal sides and three equal angles Face: the plane figure(s) that make up a solid figure. Foot: a customary unit of length 1 foot = 12 inches Hexagon: a polygon with six sides Inch: a customary unit of length 12 inches = 1 foot Isosceles Triangle: a triangle with at least two equal sides and two equal angles

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Essential Math Terms

Kilometer: a unit of measurement for length in the metric system. 1 kilometer = 1000 meters Meter: the standard unit of length in the metric system 1 meter = 100 centimeters Millimeter: A metric unit of measurement for length. 1 meter = 1000 millimeters Obtuse Angle: An obtuse angle is greater than 90 degrees but less than 180 degrees Parallelogram: A quadrilateral with opposite sides that are parallel and of equal length and with opposite angles that are equal Perimeter: the distance around the outside of a shape Plane figure: a figure of which all points lie in the same plane Polygon: a closed plane figure (no gaps or openings) made with 3 or more sides and angles Quadrilateral: a four-sided polygon Radius: the distance from the center of a circle to any point on the circumference Rectangle: a quadrilateral with four right angles and two pairs of opposite equal parallel sides Rhombus: a parallelogram with four equal sides and equal opposite angles Right Angle: An angle that measures exactly 90 degrees. Scalene Triangle: a triangle in which all three sides are different lengths Side: a line or curve on the edge of a shape that joins its vertices. Solid figure: a 3-dimensional figure having length, width, and height. Square: a quadrilateral with four equal sides, four right angles, and opposite sides that are parallel Triangle: a polygon with three sides Trapezoid: a quadrilateral with two parallel sides Vertex: the corner of a geometric figure Yard: A unit of measurement of length in the English (Customary) measurement system 3 feet = 1 yard Common fraction: A proper fraction that is used in daily contexts, e.g. 1/12, 2/3, 3/5. Decimal fraction: A fraction with a denominator that is a power of 10, e.g. 1/10, 4/10, 65/100. Decimal place: The number of digits to the right of the decimal point (Ex.~ 8.604 has 3 decimal places) Decimal point: The period placed in a base 10 number that separates the whole number digits from the fraction digits Denominator: The lower number of a fraction that represents the number of equal fractional parts a whole has been divided into Divide: To separate into equal parts Equivalent sets: Sets containing the same number of objects. Numerator: The top number in a common fraction representing the number of equal parts of a whole or group under consideration Unit Fraction: Any common fraction with a numerator of one Whole number: A counting number from 0 to infinity Bar graph: A way of displaying data using horizontal or vertical bars so that the height or length of the bars indicates its value. Line plot: A graph that uses symbols above a number line to represent data. Pictograph: A visual display (graph) of data shown by using symbols. Venn diagram: Venn diagrams use circles to show relationships among sets. If sets contain the same element(s) the circles overlap or intersect. If sets do not contain the same elements, there is no intersection or overlap. Scale: The numbers along the axes on a graph. The numbers are arranged in order with equal intervals. Interval: A regular distance or space between values. The set of points between two numbers.

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Essential Math Terms

Addend: The number(s) being added together to get the sum. Difference: the number that is the result of subtracting one number from another. The answer to a subtraction problem. Product: A number that is the result of multiplying two or more numbers together. The answer to a multiplication problem. Multiple: The product of a given whole number and an integer. Or the result of a number adding to itself repeatedly (repeated addition). For example, the multiples of 3 are: 3, 6, 9, 12, 15, etc. Factors: A whole number that divides exactly into another number, a whole numbers that can be multiplied together to make a third number. "To factor" means to write the number or term as a product of its factors. For example, 4 and 5 are factors of 20 since 20 = 4 x 5. Pattern: A set of numbers or objects that are generated by following a specific rule. Patterns can be numerical, i.e. 2, 4, 6, 8, etc. Patterns might be geometrical, i.e. as a tile pattern on the floor with 2 blue tiles followed by 1 white tile, etc. Patterns may also be alternating, i.e., 1, 5, 2, 6, 3, 7, 4 (add four, subtract three). Grade 4 Numbers: Describe quantities or values Numerals: Symbols used to represent numbers Digits: Any symbol or numeral used to show a number Expanded Form: A way to write a number that shows the place value of each digit Example: 34,788 is written as 30,000 +4,000 +700 +80 +8. Standard Form: A way to write a number that shows only its digits Periods: Each group of three digits in a place value chart Example: the hundreds period or the thousands period. Round: To drop or zero-out digits in a number and change the digit in a specified place using the following rules: - if the digit in the first place after the specific place is 5 or more, add 1 t to the digit in the specified place. This is rounding up. - if the digit in the first place after the specified place is less than 5, do not change the digit in the specified place. This is rounding down. Estimation: An approximate or rough calculation, often based on rounding Place Value: The value given to a digit by its place in a number > : Is greater than < : Is less than = : Is equal to Multiplier: The number in a multiplication equation that represents the number of (equal sized) groups Multiplicand: The number in a multiplication equation that represents the number of objects in each (equal sized) group Fair Sharing Division: The total amount (given) is divided by the specified number of equal groups. The quotient is the size of a group. Measurement Division (or Repeated Subtraction Division): The total amount (given) is divided by the groups of the specified size (given). The quotient is the number of groups. Dividend: The number that is being divided. Divisor: In a fair sharing division problem, the divisor is the number of equal groups. In a measurement (repeated subtraction) division problem, the divisor indicates the size of each group. Quotient: The results of a division problem. In a fair sharing division problem, the size of each group. In a measurement division problem, the number of equal groups.

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Essential Math Terms

Remainder: The part of the dividend that is left after all possible equal sized groups were created. Algorithm: A written procedure to carry out computation, such as long division procedure. Weight: A measurement attribute which tells us how heavy an object is. Technically, weight and mass are two different attributes. Ounce (oz.), pound (lb.), and ton (t): Customary units of weight. 1 lb = 16 oz. 1 t = 2000 lb. Gram (g) and kilogram (kg): Metric units of weight. 1 kg = 1000 g Protractor: A measurement instrument used to measure angles. Degree: A unit of angle measures. Bar graph: A way of displaying data using horizontal or vertical bars so that the height or length of the bars indicates its value. Chart: A way to organize data into columns and/or rows. Data: Information collected about people or things. Edge: The sides of a geometric figure where two surfaces meet. Face: The plane figure(s) that make up a solid figure. Hexagon: A polygon with 6 sides. Irregular Polygon: A polygon whose interior angles are not congruent and/or its sides are not equal in length. Line graph: A visual display of data (graph) shown by using lines to show change over time, contiguous data. Venn diagram: Venn diagrams use circles to show relationships among sets. If sets contain the same element(s) the circles overlap or intersect. If sets do not contain the same elements, there is no intersection or overlap. Line plot: A graph that uses symbols above a number line to represent data. Parallel: Two lines are parallel if they lie in the same plane and they do not intersect. Pentagon: A polygon with 5 sides. Perpendicular: Two lines are perpendicular if they intersect at a right angle. Pictograph: A graph in which the data is displayed in a table using pictures and symbols to show and compare information. Plane figure: A figure of which all points lie in the same plane. (Plane figures included in the Grade 4 GPS are triangle, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular polygons.) Polygon: A closed plane figure (no gaps or openings) formed by three or more line segments. Polyhedron: A 3-dimensional figure that has polygons as faces. Quadrilateral: A polygon with 4 sides. Regular Polygon: A polygon that is equiangular (all angles are congruent) and equilateral (all sides are congruent). Solid figure: A figure that has length, width, and thickness (i.e., a figure that is 3-dimensional). (Solid figures in the Grade 4 GPS include prisms, cylinders, cones, and spheres.) Sphere: The set of all points in space that are equidistant from a fixed point, called the center. (Examples of these three- dimensional figures include a basketball or a globe). Table: A way to organize data into columns and/or rows. Trapezoid: A quadrilateral that has only one pair of parallel sides. Vertex: The corner of a geometric figure.

17

Essential Math Terms

Numerator: The term above the line in a fraction. The numerator tells how many parts are being talked about or considered. Denominator: The number below the line in a fraction. The denominator indicates what kind or size of parts the numerator counts. Decimal Point: A period separating the ones and the tenths. Decimal: A base-ten number that uses place value and a decimal point to show 10th and 100th Decimal Fraction: A fraction with a denominator that is a power of 10, e.g. 1/10, 4/10, 65/100. Mixed Number: A number named by a whole number and a fraction. Improper fraction: A fraction with a numerator that is greater than or equal to the denominator Proper fraction: A fraction with a numerator that is less than the denominator Variable: A quantity that can change or vary (bowling scores, temperature, etc.). Also, a letter or symbol that represents a changing or unknown quantity. Grade 5 Circle graph: A graph that displays data in the form of a circle. The circular region is divided into a number of pie-shaped sectors to represent portions of the data. Tally mark: A mark used in keeping track of acts or objects. The marks consist of four vertical lines bundled diagonally or horizontally by a fifth line. Line graph: A visual display of data (graph) shown by using lines to show change over time, contiguous data. Frequency table: A table that organizes the number of times something occurs in an interval or set of data. Percent: Per hundred. A special ratio that compares a number to 100 using the symbol %. Pictograph: A graph in which the data is displayed in a table using pictures and symbols to show and compare information. Line plot: A graph that uses symbols above a number line to represent data. Bar graph: A visual display (graph) used to show data using horizontal or vertical bars. Data: Information gathered; facts or figures from which conclusions may be drawn. Venn diagram: Venn diagrams use circles to show relationships among sets. If sets contain the same element(s) the circles overlap or intersect. If sets do not contain the same elements, there is no intersection or overlap. Commutative Property of Multiplication: The product of a group of numbers is the same regardless of the order in which the numbers are arranged. Dividend: A number that is divided by another number. Divisor: A number by which another number is to be divided. Factor: When two or more integers are multiplied, each integer is a factor of the product. Hundred Thousands: This digit tells you how many sets of one hundred thousand are in the number. The number 432,895 has four hundred thousands. Hundreds: This digit tells you how many sets of one hundred are in the number. The number 784 has seven hundreds. Hundredths: This digit tells you how many sets of hundredths there are in the number. The number 0.6495 has four hundredths. Millions: This digit tells you how many sets of one million are in the number. The number 3,901,245 has three millions.

18

Essential Math Terms

Multiple: The product of a given whole number and an integer. Multiplier: The number by which another number is multiplied. Ones: This digit tells you how many sets of ones are in the number. The number 784 has four ones. Place Value: The use in number systems of the position of a digit in a number to indicate the value of the digit. Product: A number that is the result of multiplication. Quotient: A number that is the result of division. Remainder: The number left over when a number cannot be divided “evenly.” Ten Thousands: This digit tells you how many sets of ten thousand are in the number. The number 43,987 has four ten thousands. Tens: This digit tells you how many sets of ten are in the number. The number 784 has eight tens. Tenths: This digit tells you how many sets of tenths are in the number. The number 0.6495 has six tenths. Thousands: This digit tells you how many sets of thousand are in the number. The number 5,321 has five thousands. Simplify: To rewrite a fraction where the numerator and denominator are the smallest numbers possible. Common denominator: A common multiple of the denominators. Greatest common factor (GCF): The biggest number that will divide two or more numbers exactly. Least common multiple (LCM): The lowest common multiple of the denominators. Improper fraction: A fraction larger than one; the numerator is larger than the denominator. Proper fraction: A fraction smaller than one; the numerator is smaller than the denominator. Divisibility: The characteristic of dividing evenly into another number. Multiple: The product of two whole numbers. Factor: A number that is multiplied by another number to find a product. Congruence (congruent): Having the same size and shape. Polygon: A plane shape having three or more straight sides. Irregular Polygon: A polygon with all sides and all angles not equal. Regular Polygon: A polygon with all sides and all angles equal. Circumference: The distance around a circle. Diameter: A line segment passing through the center of the circle with both ends touching the circumference. Pi: The relationship of the circle’s circumference to its diameter, when used in calculations, pi is typically approximated as 3.14. Tiling: A repeating pattern of closed figures that covers a surface with no gaps and no overlaps. Capacity: The greatest volume that a container can hold. Cube: A regular polyhedron whose six faces are congruent squares. Cubic Centimeter (cm3): Metric unit for measuring volume, each dimension is measured in centimeters. Cubic Meter (m3): A metric unit for measuring volume, each dimension is measured in meters. Cubic Foot (ft3): Customary unit for measuring volume, each dimension is measured in feet. Cubic Inch (in3): Customary unit for measuring volume, each dimension is measured in inches.

19

Essential Math Terms

Cubic Yard (yd3): Customary unit for measuring volume, each dimension is measured in yards. Cup (c.): Customary unit for measuring capacity (2 cups = 1 pint). Edge: The sides of a geometric figure where two surfaces meet. Face: The plane figure(s) that make up a solid figure. Fluid Ounce (fl. oz.): Customary unit for measuring capacity (8 fl. oz. = 1 pint). Gallon (gal.): Customary unit for measuring capacity (4 quarts = 1 gallon). Liter (L): Metric unit for measuring capacity. Milliliter (mL): Metric unit for measuring capacity (1 pint is about 500 mL). Pint (pt.): Customary unit for measuring capacity (2 cups = 1 pint; 2 pints = 1 quart). Quart (qt.): Customary unit for measuring capacity (2 pints = 1quart; 4 quarts = 1 gallon). Rectangular Prism: A prism that has a rectangle as its base. Vertex of a 3D object: The corner of a geometric figure. Volume: Amount of space occupied by an object, usually measured in cubic units.

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5thGrade

12thGrade

11thGrade

10thGrade

IntegratedTrigonometry

H (M4)

APCalculusAB or BC

9thGrade

AcceleratedIntegrated

Geometry H(Accel 2)

IntegratedGeometry H

(M2)

8thGrade

AcceleratedIntegratedAdvancedAlgebra H(Accel 2)

IntegratedAdvancedAlgebra H

(M1)

7thGrade

6thGrade

July 30, 2010 Fulton County Schools 2010-2012 Mathematics SequenceRoutes to GT Calculus II & III: 1) 7th grade students who take Accelerated Integrated Advanced Algebra H or Integrated Advanced Algebra H. 2) 8th grade students who take Accelerated Integrated

Advanced Algebra H. 3) 8th grade students who take integrated Advanced Algebra H and enroll in summer enrichment course. 4) Must meet enrollment requirements for GT Calculus II and III.5) Complete AB or BC calculus (both not required). BC includes everything in AB plus additional topics. Score 4 on AB AP Exam or score 3 on BC AP Exam.

ARROW KEY: Based on teacher/parent recommendation and placement test score or Summer School Enrichment courseBased on teacher/parent recommendation and placement test scoreAt risk students only

Math 6Acc

Math 8Acc

Math 7Acc

Math 6Adv

Math 5Adv

Math 5 Math 6 Math 7 Math 8IntegratedAdvancedAlgebra(M1) or

w/Support

IntegratedGeometry

(M2) orw/Support

AcceleratedIntegratedAdvancedAlgebra H(Accel 1)

Math 8Adv

Math 7Adv

Math 8Acc

Math 7Acc

IntegratedAdvancedAlgebra H

(M1)

AcceleratedIntegratedAdvancedAlgebra H(Accel 1)

IntegratedGeometry H

(M2)

AcceleratedIntegratedAdvancedAlgebra H(Accel 1)

IntegratedAlgebra II

H (M3)

AcceleratedIntegrated

PrecalculusH

(Accel 3)

AcceleratedIntegratedGeometryH (Accel 2)

IntegratedAlgebra II

H (M3)

AcceleratedIntegrated

PrecalculusH (Accel 3)

Calculus IIand III

(Ga Tech)

APCalculusAB or BC

APCalculus

(AB or BC)

IntegratedTrigonometry

H (M4)

AcceleratedIntegrated

PrecalculusH (Accel 3)

IntegratedAlgebra II

(M3)

IntegratedAlgebra II(M3) w/Support

IntegratedAlgebra IISupport

(M3 Support)

IntegratedAlgebra II

(M3)

IntegratedAlgebra IISupport

(M3 Support)

Calculus IIand III

(Ga Tech)

AdditionalCollege LevelCoursework

CalculusII and III

(Ga Tech)

IntegratedTrigonometry

(M4) orAdvanced

MathematicalDecision Making

Courses

AP Calculus(AB or BC)

or APStatistics

AP Calculus(AB or BC)

or APStatistics

21

Students in grades 2-5 who demonstrate on-going successful performance within the level at which they are placed first semester are eligible for continuation within their assigned placement second semester. On-level students who meet the following criteria at 18 weeks should be considered for placement at the Advanced Level for second semester. Second through Fifth Graders

Advanced Level

Placement Guidelines

• Mathematics Semester 2 Checkpoints Pre-Test: 50% and above • Report Card: An A average in Mathematics

22

Mathematics Placement Criteria 2010-2011+

8/3/2010

First Grade—Second Semester: Advanced Level --Unit Assessments: 85% and above 18-Week Assessment: 85% and above Report Card: All S’s Second through Fifth Graders Advanced Level*

Accelerated Level* (One Full Grade Level)

Placement Guidelines

• CRCT Mathematics: Level 3 • Report Card: An A average in Math Additional Considerations:

• ITBS Grades 3-5: Total Math- 80%-ile and above • Acceleration Assessment: 50% and above

Continuation Criteria*: • CRCT Mathematics: Level 3 • On-going successful performance within the grade level

• CRCT Mathematics: Level 3 • Semester 1 and 2 Checkpoints Acceleration Assessment:

90% - 100% • Report Card: All A’s in Math

Additional Considerations:

• ITBS Grades 3-5: Total Math- 90%-ile and above Continuation Criteria*: • CRCT Mathematics: Level 3 • On-going successful performance within the grade level

Placement of New Students: Students new to Fulton County in August (or later) should take the on-level placement test to determine if the student is eligible for advanced or accelerated placement. If the student scores at 90% or above on this test, the school should administer the grade level acceleration test to evaluate the student for full grade level acceleration. *Rising 5th graders who are on an accelerated track and successfully complete the 5th grade curriculum, will be taught 6th grade Math as identified.

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Continuous Achievement The Fulton County School Board supports our mission statement that each child should be given the opportunity to reach their full potential. To that end, the Fulton County School System has long embraced a framework for advancement called Continuous Achievement. Fulton County Schools supports a framework for advancement that allows each child to progress in language arts and math at their optimum pace and depth, expanding and compacting the curriculum as appropriate. While no child will be placed below their current grade level, given the different developmental needs of students, depending, upon their age/grade level, advancement within the curriculum will be provided differently in the primary and intermediate grade levels. Grades K-1 The primary years are devoted to the development of basic skills and concepts. The learning that occurs within these years will set the foundation for the opportunity for future academic success. There can be a great deal of fluidity in the level of challenge and pacing needs of a child dependent upon the concepts/skills to be learned. The child that quickly attains a particular concept/skill one day may need additional reinforcement on a different concept/skill the next day. That being said, teachers in the primary grades have and continue to provide appropriate and timely differentiation within a grade-level curriculum through on-going flexible grouping within the classroom. The K-1 curriculum is written such that teachers can scaffold, compact or expand the curriculum for students depending upon the student’s needs within a self-contained classroom setting. Grade 1 – Second Semester Realizing that students develop at different rates, and in order to support the transition from the primary years of learning, at the end of the first semester of first grade, dependent upon academic performance, students will be identified for advanced placement within the curriculum. The level at which the student is working within the curriculum will be noted on the report cards during the second semester, be that on-level or advanced. At the end of the year, depending upon the academic performance of the student, placement will be made for the upcoming year as indicated below. Grades 2-5 Given the developmental needs of the intermediate learner, based upon a student’s test data, grades and teacher recommendation he/she will be placed in either an on-level, advanced or accelerated curriculum (year ahead) in reading/language arts and math. The advanced curriculum is written at a different pace, depth and instructional level than the on-level curriculum, in order to provide the challenge these students require. Likewise, additional

24

resources will be utilized to support this advanced curriculum. For those students that require challenge beyond advancement in the grade level curriculum and demonstrate attainment of the grade level standards, acceleration to the next grade level curriculum is provided. The level at which the student is working within the curriculum will be noted on the report card and, at a minimum, every 18 weeks student performance within the level at which a student is placed will be considered to determine if the placement level continues to be appropriate in meeting the student’s learning needs.

25

On-line Resources for Students and Parents

Georgia Mathematics Standards: https://www.georgiastandards.org/Standards/Pages/BrowseStandards/MathStandards.aspx

Online access to textbooks: https://www.pearsonsuccessnet.com

National Council of Teachers of Mathematics: http://nctm.org/

The Georgia Council of Teachers of Mathematics: http://gctm.org/

Illuminations: http://illuminations.nctm.org/

National Library of Virtual Manipulatives:

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

Center for Education Integrating Science, Mathematics and Computing website with mathematics resources that are aligned to Georgia Performance Standards. http://www.ceismc.gatech.edu/CSI/homepg.html

GADOE Online Assessment System:

https://www.georgiaoas.org/servlet/a2l Password and login are available via the school.

Kindergarten http://counton.org/games/circus/

http://www.primarygames.com/

http://www.primarygames.com/

http://gamequarium.com/

http://pbskids.org/sesame/number/index.html http://www.primarygames.com/science/spacestation/index.htm

http://www.pbs.org/parents/earlymath/prek_games_pattern_fla.html

http://www.pbs.org/parents/earlymath/prek_games_sandcastle_fla.html

http://www.kidport.com/gradeK/Math/MeasureGeo/MathK_Shapes.htm

http://funschool.kaboose.com/preschool/games/game_crazy_pattern_machine_the.html

26

On-line Resources for Students and Parents

Kindergarten http://www.primarygames.com/science/spacestation/index.htm

http://www.kidport.com/GradeK/Math/MeasureGeo/MathK_Same.htm

http://illuminations.nctm.org/ActivityDetail.aspx?ID=74

http://www.learningplanet.com/sam/cyc/index.asp http://www.primarygames.com/science/spacestation/index.htm

http://nlvm.usu.edu/en/nav/frames_asid_270_g_1_t_3.html? open=instructions http://www.little-g.com/shockwave/apple.html http://www.abc.net.au/countusin/games/game3.htm

http://www.abc.net.au/countusin/games/game5.htm

http://www.enchantedlearning.com/calendar/icanmake/

http://www.apples4theteacher.com/math.html

http://www.bbc.co.uk/schools/numbertime/games/test.shtml http://www.primarygames.com/takeaway/question%201.htm

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

http://www.bbc.co.uk/schools/laac/numbers/chi.shtml

27

On-line Resources for Students and Parents

Grade 1

NCES Kids Zone: Create A Graph http://nces.ed.gov/nceskids/createagraph/default.aspx

Beacon Learning Center- Student Web Lesson with Audio: Rebecca http://www.beaconlearningcenter.com/WebLessons/IAmSpecial/default.htm

Beacon Learning Center- Student Web Lesson: Play Ball http://www.beaconlearningcenter.com/WebLessons/PlayBall/default.htm

Ambleweb Grapher http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html Different Representations of Numbers (Concentration Game) http://illuminations.nctm.org/ActivityDetail.aspx?ID=73

Five Frame: http://illuminations.nctm.org/ActivityDetail.aspx?ID=74

Ten Frame: http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

Addition: http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html http://www.dositey.com/addsub/memoryadd.html

Subtraction: http://www.bbc.co.uk/schools/laac/numbers/ch2.shtml

National Library of Virtual Manipulatives: Diffy (practice subtraction) http://nlvm.usu.edu/en/nav/frames_asid_326_g_1_t_1.html

Place value to tens: http://www.ictgames.com/dinoplacevalue.html

Arcytech Website: The Story of Money http://arcytech.org/java/money/history.html

Patch tool kit from NCTM: http://illuminations.nctm.org/ActivityDetail.aspx?ID=27

Attribute Blocks: http://nlvm.usu.edu/en/nav/frames_asid_270_g_1_t_3.html?open=instructions

Attribute Trains for shapes and patterning: http://nlvm.usu.edu/en/nav/frames_asid_271_g_1_t_3.html?open=instructions

Pattern Blocks:

28

On-line Resources for Students and Parents

Grade 1 http://nlvm.usu.edu/en/nav/frames_asid_169_g_1_t_3.html?open=activities

Polygon Playground: http://www.mathcats.com/explore/polygonplayground.html

Fractions: http://www.coolmath4kids.com/fractions/fractions-01-what-are-they-01.html

Oddball Mathematics Game: http://arcytech.org/java/oddball/mainpage.html

National Library of Virtual Manipulatives: Base Ten Block Addition (practice addition with Regrouping) http://nlvm.usu.edu/en/nav/frames_asid_154_g_1_t_1.html

Oddball Mathematics Game: http://arcytech.org/java/oddball/mainpage.html

National Library of Virtual Manipulatives: Base Ten Block Addition (practice addition with Regrouping) http://nlvm.usu.edu/en/nav/frames_asid_154_g_1_t_1.html

National Library of Virtual Manipulatives: Money (practice counting money or click the button to practice making a dollar) http://nlvm.usu.edu/en/nav/frames_asid_325_g_1_t_4.html

Cool Math 4 Kids (Addition, Subtraction, Money, etc.) http://www.coolmath4kids.com/ Apples 4 the Teacher: Multiple Concepts and Games http://www.apples4theteacher.com/math.html

National Library of Virtual Manipulatives: Base Ten Block Subtraction (practice subtraction with Regrouping)http://nlvm.usu.edu/

Fractions: http://www.coolmath4kids.com/

Numbers to 100 (comparing, ordering, skip counting, etc.)http://www.aaastudy.com/grade1.htm#topic19

Fractions http://www.mathleague.com/ or http://www.kidsolr.com/math/fractions.html

29

On-line Resources for Students and Parents

Grade 2

Measurement Games and Activities: http://www.gamequarium.com/measurement.html

Time Math Games: http://www.gamequarium.com/timemath.html

Play Estimation Games at: http://www.gamequarium.com/estimation.html

Geometry: Shape and Space: http://www.pbs.org/parents/earlymath/grades_flash.html

Activities: http://www.gamequarium.com/geometry.html

More Geometry Activities: http://nlvm.usu.edu/en/nav/topic_t_3.html

Additional Websites:

http://pbskids.org/cyberchase/games/fractions/index.html

http://www.learningmedia.co.nz/staticactivities/online_activities/flitting_with_fractions/

http://www.gamequarium.com/fractions.html

http://www.gamequarium.com/addition.html

http://www.eyepleezers.com/aaamath/add.htm#topic12

http://www.quizville.com/mathGames/additionAndSubtraction/index.html

http://www.pbs.org/parents/earlymath/act_g_graph.html

http://nces.ed.gov/nceskids/createagraph/

http://www.gamequarium.com/placevalue.html

http://www.mrnussbaumgames.com/cashout/index.html

http://www.gamequarium.com/moneymath.html

http://www.gamequarium.com/estimation.html

http://nlvm.usu.edu/en/nav/frames_asid_152_g_1_t_1.html

30

On-line Resources for Students and Parents

Grade 3

A+ Math Flashcard Creator (create flashcards at home to practice your skills) http://www.aplusmath.com/Flashcards/Flashcard_Creator.html

Math Facts Interactive Game http://www.playkidsgames.com/games/mathfact/mathFact.htm

Addition Attack (add single and double digit numbers while trying to save earth) http://funschool.kaboose.com/formula-fusion/games/game_addition_attack.html

Race the Wangdoodles (Play with a friend to see which one can win the game using your addition or subtraction skills) http://www.mathplayground.com/RTW.html

A+ Math Flashcard Creator (create flashcards at home to practice your skills) http://www.aplusmath.com/Flashcards/Flashcard_Creator.html

Math Baseball (kids can practice addition, subtraction, multiplication, and division as they play Math Baseball -- where every correct answer scores a homerun) http://www.funbrain.com/math/index.html

Two Minute Warning (race against the clock to see how many problems you can answer in two minutes) http://www.primarygames.com/flashcards/multiplication/start.htm

Additional Websites:

http://rainforestmaths.com/

http://nlvm.usu.edu/en/nav/category_g_2_t_4.html

http://nlvm.usu.edu/en/nav/category_g_2_t_3.html

http://www.shodor.org/interactivate/activities/ElapsedTime/?version=1.4.2_03&browser=MSIE&vendor=Sun_Microsystems_Inc.

http://www.harcourtschool.com/activity/elab2002/grade_3/018.html

http://www.amathsdictionaryforkids.com/

http://nlvm.usu.edu/en/nav/frames_asid_104_g_2_t_1.html

31

On-line Resources for Students and Parents

Grade 3 http://ejad.best.vwh.net/java/patterns/patterns_j.shtml

http://rainforestmaths.com/

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

http://rainforestmaths.com/

http://www.kidsdomain.com/down/mac/mathblockoutea.html

http://illuminations.nctm.org/ActivityDetail.aspx?ID=131

http://illuminations.nctm.org/ActivityDetail.aspx?ID=26

http://illuminations.nctm.org/ActivityDetail.aspx?ID=12

32

On-line Resources for Students and Parents

Grade 4

Making Change: http://www.funbrain.com/cashreg/index.html

Math Dictionary: http://www.amathsdictionaryforkids.com/

Place Value Game: http://www.teachers.net/lessons/posts/113.html

Creating decimals; virtual manipulatives: http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html

Adding and Subtracting Decimals: http://nlvm.usu.edu/en/nav/frames_asid_264_g_2_t_1.html

Rounding: http://www.rainforestmaths.com/

Exploring the Multiplication Table: http://www.naturalmath.com/mult/mult3.html

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

Multiplication and Division Games/Fact Practice: http://www.aplusmath.com/Games/index.html

Fact Practice: http://www.multiplication.com/

Rainforest Math: http://www.rainforestmaths.com/

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

Virtual Protractor and activities http://www.edukate.net/number_files/angles2.html

33

On-line Resources for Students and Parents

Grade 4 Latitude and LONGITUDE practice http://www.kidsgeo.com/geography-games/latitude-longitude-map-game.php

Measurement Practice: (click on grade four then choose the appropriate activity) http://www.rainforestmaths.com/

Practice with rotations http://lgfl.skoool.co.uk/viewdetails_ks3.aspx?id=563

Coordinate Practice: http://www.funbrain.com/co/index.html

Rainforest Math: http://www.rainforestmaths.com/

Coordinate practice: http://aimsedu.org/aimskids/ipuzzles/hurkle/index.html

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

Basic Word Problems: http://www.algebrahelp.com/lessons/wordproblems/basics/

Shape Sorter: (Venn Diagrams) http://www.shodor.org/interactivate/activities/ShapeSorter/

34

On-line Resources for Students and Parents

Grade 5 At Home with Math http://athomewithmath.terc.edu/math_kits.html

AA Math - Decimal Activities http://www.eyepleezers.com/aaamath/dec.htm

Cool Math – Decimal Activities http://www.coolmath.com/decimals/index.html

Place Value – What’s Your Number? http://www.educationworld.com/a_lesson/boxcars/boxcars006.shtml

The Place Value Game http://education.jlab.org/placevalue/index.html

Visual Fractions http://www.visualfractions.com/

AAA Math – Fraction Activities http://www.eyepleezers.com/aaamath/fra.htm

Cool Math – Fraction Activities http://www.coolmath.com/fractions/index.html

Fraction Help http://www.helpwithfractions.com/

Product Game http://illuminations.nctm.org/ActivityDetail.aspx?ID=29

Divisibility Activities http://www.gamequarium.com/division.html

Kids Online Resources – Fraction Tutorial http://www.kidsolr.com/math/fractions.html

Top 10 Ways to Help Your Kids Do Well in Math http://school.familyeducation.com/mathematics/parenting/38812.html

At Home with Math http://athomewithmath.terc.edu/math_kits.html

Congruent Figures http://www.coolmath.com/congruent.html

35

On-line Resources for Students and Parents

Grade 5 Congruent http://www.mathsisfun.com/geometry/congruent.html

Area Help http://www.mathsisfun.com/area.html

Area http://www.aaaknow.com/geo.htm#topic12

Finding the Area of Irregular Polygons http://www.mathopenref.com/polygonirregulararea.html

36