ALCA Members PLC Domains Data Standards Map Plan Curriculum Assessment Strategies
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K-5 Measurement and Data Domain

This text resource has associated with it the Measurement and Data (MD) Domain of the Common Core Mathematics Standards.

This resource was used to facilitate the unwrapping of the linked standards. To view the unwrapping results in this resource click the "Info" button above.

Standards

  1. Common Core Mathematics: G.K

    In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

    Content Skills Learning Targets Big Ideas Essential Questions
    Objects
    1 - Represent (whole numbers with sets of objects)
    2 - Compare (whole numbers with sets of objects)
    2 - Describe (shapes and space)
    1 - I can represent whole numbers with sets of objects.
    4 - I can compare sets of objects using whole numbers.
    2 - I can describe shapes and space.
    A. Sets of objects can be represented by numbers.
    B. Objects can have different shapes and occupy different spaces.
    A.1 How can sets of objects be represented?
    B.1 How can an object's shape or the space it occupies be described?
  2. Common Core Mathematics: G.K > MD

    Measurement and Data (MD)

    Content Skills Learning Targets Big Ideas Essential Questions
    Domain
    		None Available None Available None Available None Available
  3. Common Core Mathematics: G.K > MD > C.1

    Describe and compare measurable attributes.

    Content Skills Learning Targets Big Ideas Essential Questions
    Attributes
    1 - Describe (Measurable attributes)
    2 - Compare (Measurable attributes)
    1 - I can describe measurable attributes of objects.
    2 - I can compare measurable attributes of objects.
    A. An object's measurable attributes help to describe it and compare it to other objects.
    A.1 What attributes of an object are measurable?
    A.2 How can those measured attributes be used to describe or compare objects?
  4. Common Core Mathematics: G.K > MD > C.1 > S.1

    Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

    Content Skills Learning Targets Big Ideas Essential Questions
    Measurable Attributes
    2 - Describe (Weight attributes of a single object)
    2 - Describe (Length attributes of a single object)
    2 - Describe (Measurable attributes of a single object)
    2 - I can describe length attributes of a single object.
    2 - I can describe weight attributes of a single object.
    A. Certain attributes of physical objects can be described through their measurements.
    A.1 What attributes of a physical object can be described through measurement?
  5. Common Core Mathematics: G.K > MD > C.1 > S.2

    Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

    For example, directly compare the heights of two children and describe one child as taller/shorter."

    Content Skills Learning Targets Big Ideas Essential Questions
    Measurable Attributes
    2 - Compare (Common measurable attributes of two objects)
    2 - Describe (Difference in measurable attributes between two objects)
    2 - I can compare common measurable attributes of two objects.
    2 - I can describe different measurable attributes between two objects.
    A. Common measurable attributes between physical objects can be used to compare them.
    A.1 What measurable physical attributes are common between two objects?
  6. Common Core Mathematics: G.K > MD > C.2

    Classify objects and count the number of objects in each category.

    Content Skills Learning Targets Big Ideas Essential Questions
    Object
    2 - Classify (Objects)
    3 - Count (Objects by category)
    2 - I can classify objects by categories.
    3 - I can count objects based on categories.
    A. Objects can be grouped and counted by categories.
    A.1 What are the benefits of categorizing objects?
  7. Common Core Mathematics: G.K > MD > C.2 > S.3

    Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

    Content Skills Learning Targets Big Ideas Essential Questions
    Object
    2 - Sort (Object categories by category count)
    2 - Classify (Objects using categories)
    1 - Count (Number of Objects in each Category)
    2 - I can sort categories by comparing each count and sequence from large to small quantities.
    1 - I can count objects based on their common attributes.
    2 - I can classify objects into categories based on their attributes.
    A. Categorizing objects helps to organize by attributes and quantity.
    A.1 How can objects be grouped?
    A.2 How can objects be sorted?
  8. Common Core Mathematics: G.1

    In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Understand (addition and subtraction)
    2 - Understand (addition and subtraction strategies within 20)
    2 - Understand (whole number relationships and place value, including grouping in tens and ones)
    2 - Understand (linear measurement)
    2 - Measure (lengths as iterating length units)
    4 - Reasoning/Analyze (attributes of geometric shapes)
    6 - Compose/Decompose (geometric shapes)
    2 - I can understand addition and subtraction.
    3 - I can understand addition and subtraction strategies within 20.
    2 - I can understand whole number relationships and place value, including grouping in tens and ones.
    2 - I can understand linear measurement.
    2 - I can measure lengths using length units.
    2 - I can understand the attributes of geometric shapes.
    6 - I can compose geometric shapes.
    6 - I can decompose geometric shapes.
    A. The number of objects can be added or subtracted.
    B. The value of a whole number depends on its place value.
    C. Linear measurement requires the use of length units.
    D. The attributes of geometric shapes allow you to compose or decompose them into other shapes.
    A.1 What is addition? How do you use it?
    A.2 What is subtraction? How do you use it?
    B.1 How can the place value of a whole number be found?
    C.1 What are length units? How is linear measurement and the measuring of lengths related to length units?
    D.1 What are the attributes of geometric shapes? How can they be composed or decomposed?
  9. Common Core Mathematics: G.1 > MD

    Measurement and Data (MD)

    Content Skills Learning Targets Big Ideas Essential Questions
    Domain
    		None Available None Available None Available None Available
  10. Common Core Mathematics: G.1 > MD > C.1

    Measure lengths indirectly and by iterating length units.

    Content Skills Learning Targets Big Ideas Essential Questions
    Object
    1 - Iterate (Unit length)
    2 - Measure (Objects indirectly)
    1 - I can iterate or state the length of an object in unit lengths.
    2 - I can measure objects indirectly.
    A. Objects can be measured indirectly.
    B. Objects can be measured using length units.
    A.1 How can objects be measured indirectly.
    B.1 What are length units? How can they be used to measure objects?
  11. Common Core Mathematics: G.1 > MD > C.1 > S.2

    Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

    Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Express (whole number length units)
    2 - Understand (length measurement using same-size units)
    2 - Understand (how to measure objects without gaps and overlaps)
    2 - I can express an object's length in whole number length units.
    2 - I can understand length measurement is the number of same-size length units that span an object with no gaps or overlaps.
    A. Objects can be measured and compared using same-size length units.
    A.1 What is a length unit? How do I use a unit length?
    A.2 How can one measure an object's length repeatedly and get the same measurement?
  12. Common Core Mathematics: G.1 > MD > C.1 > S.1

    Order three objects by length; compare the lengths of two objects indirectly by using a third object.

    Content Skills Learning Targets Big Ideas Essential Questions
    Measure
    2 - Order (three objects by length)
    4 - Compare (Lengths of two objects indirectly by using a third object.)
    2 - I can order three objects by length.
    4 - I can compare lengths of two objects indirectly by using a third object.
    A. Objects can be compared indirectly by using attributes of other objects.
    A.1 How can two objects be compared indirectly using the attributes of a third object?
    A.2 What is the value of "standard" measurements?
  13. Common Core Mathematics: G.1 > MD > C.2

    Tell and write time.

    Content Skills Learning Targets Big Ideas Essential Questions
    Time
    2 - Tell (Time)
    1 - Write (Time)
    2 - I can tell the correct time.
    1 - I can write down the correct time.
    A. Time can be determined and recorded.
    A.1 What ways can I tell time?
    A.2 How can I write time down on paper?
  14. Common Core Mathematics: G.1 > MD > C.2 > S.3

    Tell and write time in hours and half-hours using analog and digital clocks.

    Content Skills Learning Targets Big Ideas Essential Questions
    Clocks
    2 - Tell (hours, half-hours)
    3 - Use (analog clocks, digital clocks)
    1 - Write (time in hours, half-hours)
    3 - I can use analog clocks to tell time in hours of half-hours.
    3 - I can use digital clocks to tell time in hours or half-hours.
    1 - I can write the time in hours or half-hours.
    A. Time can be determined and recorded.
    A.1 What ways can I tell time?
    A.2 How can I write time down?
  15. Common Core Mathematics: G.1 > MD > C.3

    Represent and interpret data.

    Content Skills Learning Targets Big Ideas Essential Questions
    Data
    3 - Represent (Data)
    2 - Interpret (Data)
    3 - I can represent data.
    2 - I can interpret data.
    A. Data can be generated, represented, and interpreted.
    A.1 What is data? How can it be represented?
    A.2 How can data be interpreted?
  16. Common Core Mathematics: G.1 > MD > C.3 > S.4

    Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Organize (Data having three categories)
    3 - Represent (Data having three categories)
    3 - Interpret (Data having three categories)
    3 - Ask/Answer (Total data points per category)
    3 - Ask/Answer (Total data points between categories)
    4 - I can organize up to three categories in a data set.
    3 - I can represent up to three categories in a data set.
    3 - I can interpret up to three categories in a data set.
    3 - I can ask and answer questions about the total data points in each category.
    3 - I can ask and answer questions about who the total points compare between data categories.
    A. Organizing and representing data by category makes possible its interpretation.
    A.1 How can data be organized?
    A.2 How can data be represented?
    A.3 How can data be interpreted?
  17. Common Core Mathematics: G.2

    In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Extend/ Understand (base-ten notation)
    3 - Build (addition and subtraction fluency)
    3 - Use (standard units of measure)
    1 - Describe (shapes)
    4 - Analyze (shapes)
    1 - I can understand base-ten notation.
    3 - I can demonstrate greater fluency with addition and subtraction.
    3 - I can use standard units of measure.
    3 - I can describe and analyse shapes.
    A. The value of a whole number depends on its place value.
    B. Addition and subtraction are essential math skills for everyday life.
    C. Measuring length requires the use of standard units of length.
    D. The attributes of geometric shapes can be described and analyzed.
    A.1 What is base-ten notation? How is it used?
    B.1 How can addition and subtraction be used to solve real world problems?
    C.1 What are standard units of measure? How can they be used?
    D.1 What are examples of geometric shape attributes? How can they be described and analyzed?
  18. Common Core Mathematics: G.2 > MD

    Measurement and Data (MD)

    Content Skills Learning Targets Big Ideas Essential Questions
    Domain
    		None Available None Available None Available None Available
  19. Common Core Mathematics: G.2 > MD > C.1

    Measure and estimate lengths in standard units.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Measure (length using standard units)
    2 - Estimate (length using standard units)
    2 - I can measure the length of an object using standard units.
    2 - I can estimate the length of an object using standard units.
    A. Length can be estimated or measured using standard lengths.
    A.1 What is the difference between measuring and estimating?
    A.2 In what situations is measuring or estimating appropriate?
  20. Common Core Mathematics: G.2 > MD > C.1 > S.1

    Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Select (appropriate measuring tools)
    3 - Use (measuring tools)
    2 - Measure (length)
    2 - I can select the appropriate measuring tool for a given situation or object.
    3 - I can use the measuring tool for a given situation.
    2 - I can correctly measure length using the unit measure on a given measuring tool.
    A. Different measuring tools are used for different measuring situations.
    A.1 Why are different measuring tools available for use?
    A.2 How do I know which measuring tool to use in a given situation?
  21. Common Core Mathematics: G.2 > MD > C.1 > S.2
    Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Count (beginning from a given number within a known sequence)
    2 - I can count beginning from a given number within a known sequence of numbers).
    A. You don't always have to start counting at the number 1.
    A.1 When can I count forward from another number other than 1?
    A.2 What do I need to know before I can count from another number other than 1?
  22. Common Core Mathematics: G.2 > MD > C.1 > S.3
    Estimate lengths using units of inches, feet, centimeters, and meters.
    Content Skills Learning Targets Big Ideas Essential Questions
    Numbers
    1 - Write (numbers 0 to 20)
    2 - Represent (number of objects with a written numeral)
    2 - Represent (no objects with the numeral 0)
    1 - I can write the numerals 0 through 20.
    2 - I can represent the number of objects with the appropriate written numeral.
    2 - I can represent no objects with the numeral 0.
    A. The number of objects can be represented by a written numeral.
    A.1 How can the number of objects be found and recorded?
    A.2 What if there are no objects?
  23. Common Core Mathematics: G.2 > MD > C.1 > S.4
    Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Understand (number and quantity relationship)
    1 - Connect (counting and cardinality)
    2 - I can relate numbers to the quantity of objects.
    1 - I can connect counting to cardinality.
    A. The quantity of objects can be represented by numbers.
    A.1 How can the quantity of objects be represented?
  24. Common Core Mathematics: G.2 > MD > C.2

    Relate addition and subtraction to length.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Relate (addition and subtraction to length)
    2 - I can relate how adding two or more lengths result in a larger length.
    2 - I can relate how subtracting a length from another length results in a smaller length.
    A. Adding or subtracting lengths results in a larger or smaller length respectively.
    A.1 What should be considered when adding or subtracting lengths of objects?
  25. Common Core Mathematics: G.2 > MD > C.2 > S.5

    Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Use (addition and subtraction, length word problems, same units)
    3 - Use (drawings, rulers)
    3 - Use (equations, symbol as unknown number)
    3 - I can use addition and subtraction to solve word problems involving lengths in drawings.
    3 - I can use addition and subtraction to solve word problems involving lengths in equations.
    A. Solving problems involving length require the measurements of objects to be in the same units.
    B. Drawings and equations can be used to solve length problems.
    A.1 What has to be the same to solve length problems? Why?
    B.1 What can we use to solve length problems? How?
  26. Common Core Mathematics: G.2 > MD > C.2 > S.6
    Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
    Content Skills Learning Targets Big Ideas Essential Questions
    Strategies
    1 - Identify (number of objects in group)
    2 - Identify (groups using greater than, less than, equal to)
    3 - Use (matching strategy)
    3 - Use (counting strategy)
    1 - I can identify the number of objects in a group.
    2 - I can identify and compare groups using greater than, less than, or equal to.
    3 - I can use matching strategies to compare groups.
    3 - I can use counting strategies to compare groups.
    A. Different strategies can be used to compare groups of objects.
    A.1 What strategies can be used to compare groups of objects?
    A.2 What options can result when comparing the number of objects within different groups?
  27. Common Core Mathematics: G.2 > MD > C.3

    Work with time and money.

    Content Skills Learning Targets Big Ideas Essential Questions
    Life Skill
    3 - Work (time, money)
    3 - I can work with time.
    3 - I can work with money.
    A. Skills in working with time and money are important.
    A.1 How do I work with time? Why is it important?
    A.2 How do I work with money? Why is it important?
  28. Common Core Mathematics: G.2 > MD > C.3 > S.7

    Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

    Content Skills Learning Targets Big Ideas Essential Questions
    Clocks
    2 - Tell (time to nearest five minutes, a.m., p.m.)
    3 - Use (analog clocks, digital clocks)
    1 - Write (time to nearest five minutes, a.m., p.m.)
    3 - I can use analog clocks to tell time to the nearest five minutes, a.m. or p.m.
    3 - I can use digital clocks to the nearest five minutes, a.m. or p.m.
    1 - I can write the time to the nearest five minutes, a.m. or p.m.
    A. Time can be determined and recorded.
    A.1 What ways can I tell time?
    A.2 How can I write time down?
  29. Common Core Mathematics: G.2 > MD > C.3 > S.8

    Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Solve (word problems, dollars, coins)
    1 - Use ($, ¢)
    3 - I can solve word problems involving adding or subtracting money.
    1 - I can use the money symbols & and ¢ correctly.
    A. Making correct change by adding or subtracting coins and bills is an essential skill used almost daily.
    A.1 What bills and coins are available? How can I make change?
    A.2 What symbols are used to represent bills and coins?
  30. Common Core Mathematics: G.2 > MD > C.4

    Represent and interpret data.

    Content Skills Learning Targets Big Ideas Essential Questions
    Data
    3 - Represent (Data)
    1 - Interpret (Data)
    3 - I can represent data.
    2 - I can interpret data.
    A. Data can be generated, represented, and interpreted.
    A.1 What is data? How can it be represented?
    A.2 How can data be interpreted?
  31. Common Core Mathematics: G.2 > MD > C.4 > S.9

    Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Measure (length of several objects)
    2 - Measure (length of single object repeatedly)
    6 - Generate (measurement data, whole number units)
    6 - Generate (line plot,whole number units)
    2 - I can measure the length of different objects within a group to collect measurable data.
    2 - I can measure a single object repeatedly to collect measurable data.
    6 - I can generate measurement data using whole number units.
    6 - I can generate a line plot using whole number units.
    A. An attribute of a single object can change as measured by data.
    B. A common measurable attribute of different objects can be used for comparisons.
    C. Data can be better understood using graphs.
    A.1 What kind of object can have a measurable attribute whose measure can change?
    B.1 What examples of groups contain objects having common measurable attributes?
    C.1 How can measurable data be represented graphically to provide additional information?
  32. Common Core Mathematics: G.2 > MD > C.4 > S.10

    Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph.

    Content Skills Learning Targets Big Ideas Essential Questions
    Graph (Single Unit Scale)
    Data Sets
    Bar graph problems
    3 - Draw (graphs, picture and bar, single-unit scale, data set up to four categories)
    3 - Solve (bar graph problems, put-together, take-apart, compare)
    3 - I can draw picture and bar graphs using a data set with up to four categories using a single-unit scale.
    3 - I can solve bar graph problems involving put-together, take-away, and compare.
    A. Math problems involving data sets can be solved using graphs.
    A.1 How can I create a picture graph using a single unit scale and four data categories?
    A.2 How can I create a bar graph using a single unit scale and four data categories?
    A.3 What problems can I solve using information presented in a graph?
  33. Common Core Mathematics: G.3

    In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Understand (multiplication and division)
    2 - Understand (multiplication and division strategies within 100)
    2 - Understand (fractions)
    2 - Understand (unit fractions, fractions with numerator 1)
    2 - Understand (structure of rectangular arrays and area)
    1 - Describe (two-dimensional shapes)
    4 - Analyze (two-dimensional shapes)
    1 - 2 - I can understand multiplication and division.
    1 - 3 - I can understand multiplication and division strategies within 100.
    3 - I can understand fractions, especially unit fractions (fractions with numerator 1).
    3 - I can understand the structure of rectangular arrays and of area.
    1 - I can describe two-dimensional shapes.
    4 - I can analyze two-dimensional shapes.
    A. The number of objects can be multiplied and divided.
    B. The number one over another number in a fraction makes a unit fraction.
    C. Area involves height and width.
    D. The attributes of two-dimensional shapes can be described and analyzed.
    A.1 What is multiplication?
    A.2 How do you use multiplication?
    A.3 What is division?
    A.2 How do you use division?
    B.1 What is a unit fraction?
    B.2 How can a unit fraction be used?
    C.1 What is a rectangular array?
    C.2 What is area?
    C.3 How are rectangular arrays and area related?
    D.1 What are examples of two-dimensional shapes?
    D.2 How can two-dimensional shapes be described and analyzed?
  34. Common Core Mathematics: G.3 > MD

    Measurement and Data (MD)

    Content Skills Learning Targets Big Ideas Essential Questions
    Domain
    		None Available None Available None Available None Available
  35. Common Core Mathematics: G.3 > MD > C.1

    Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Solve (measurement and estimation problems for time intervals)
    3 - Solve (measurement and estimation problems for liquid volumes)
    3 - Solve (measurement and estimation problems for masses of objects)
    3 - I can solve measurement and estimation problems for time intervals.
    3 - I can solve measurement and estimation problems for liquid volumes.
    3 - I can solve measurement and estimation problems for object masses.
    A. Numeric data can come from a variety of diverse sources and disciplines.
    A.1 What are the possible sources of numeric data?
    A.2 How can one measure or estimate the data for each of these sources.
  36. Common Core Mathematics: G.3 > MD > C.1 > S.1

    Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Tell (Time to the nearest minute)
    1 - Write (Time to the nearest minute)
    2 - Measure (Time intervals in minutes)
    2 - Represent (solutions to time-based word problems on a number line diagram)
    3 - Solve (word problems; addition, subtraction of time intervals in minutes)
    1 - I can tell time to the nearest minute.
    1 - I can write time to the nearest minute.
    2 - I can measure time intervals to the nearest minute.
    3 - I can solve addition and subtraction word problems using time intervals in minutes.
    A. Time can be added or subtracted to find a new time.
    B. Time intervals can be used to plan tasks and organize activities.
    A.1 Why do people measure time intervals?
    A.2 How do people use time?
    B.1 Why do people tell time?
  37. Common Core Mathematics: G.3 > MD > C.1 > S.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 one-step 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.

    Content Skills Learning Targets Big Ideas Essential Questions
    One-Step Word Problems
    2 - Measure (grams, kilograms, liters)
    2 - Estimate (grams, kilograms, liters)
    3 - Use (standard units, grams, kilograms, liters)
    3 - Solve (using drawings, one-step word problems, masses, liquid volumes, same units)
    2 - I can measure grams, kilograms, and liters.
    2 - I can estimate grams, kilograms, and liters.
    3 - I can use the standard units of grams, kilograms, and liters.
    3 - I can use drawings to solve one-step word problems for liquid volumes and masses having the same units.
    A. Liquid volumes can be measured to solve problems.
    B. Mass can be measured to solve problems.
    A.1 What is mass?
    A.2 How do I measure mass?
    A.3 What problems can I solve measuring mass?
    B.1 What is liquid volume?
    B.2 How do I measure liquid volume?
    B.3 What problems can I solve measuring liquid volume?
  38. Common Core Mathematics: G.3 > MD > C.2

    Represent and interpret data.

    Content Skills Learning Targets Big Ideas Essential Questions
    Data
    3 - Represent (Data)
    1 - Interpret (Data)
    3 - I can represent data.
    2 - I can interpret data.
    A. Data can be generated, represented, and interpreted.
    A.1 What is data? How can it be represented?
    A.2 How can data be interpreted?
  39. Common Core Mathematics: G.3 > MD > C.2 > S.3

    Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

    For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Draw (scaled picture graph with several categories)
    3 - Draw (scaled bar graph with several categories)
    3 - Solve (one-part "how many more" and "how many less" problems)
    3 - Solve (two-part "how many more" and "how many less" problems)
    3 - Use (scaled bar graph information)
    3 - Use (scaled picture graph information)
    3 - I can draw a scaled picture graph with several categories.
    3 - I can draw a scaled bar graph with several categories.
    3 - I can solve one-part problems involving "how many more" and "how many less."
    3 - I can solve two-part problems involving "how many more" and "how many less."
    3 - I can use information in a scaled bar graph.
    3 - I can use information in a scaled picture graph.
    A. Scale graphs can be used to represent equal groups of objects in different categories.
    A.1 What is a scaled graph?
    A.2 How can scaled graphs be used?
  40. Common Core Mathematics: G.3 > MD > C.2 > S.4

    Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

    Content Skills Learning Targets Big Ideas Essential Questions
    Plot
    Horizontal scale units
    2 - Measure (lengths)
    3 - Use (rulers, marked in inches, halves and fourths)
    4 - Show (data, line plot)
    6 - Make (line plot, horizontal scale, units — whole numbers, halves, quarters)
    6 - Generate (measurable data)
    2 - I can measure lengths.
    3 - I can use rulers marked in whole, halves, and quarter inch units.
    4 - I can show data using a line plot.
    6 - I can make a line plot with the horizontal scale in units of whole numbers, halves, and quarters.
    6 - I can generate measurable data.
    A. Communicating measurable data involves both generating and plotting it.
    B. The units for generating measurable data and then the graph for plotting it must be the same.
    A.1 How can we communicate information about measurable data?
    B.1 What is the process for generating and plotting measurable data?
  41. Common Core Mathematics: G.3 > MD > C.3

    Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

    Content Skills Learning Targets Big Ideas Essential Questions
    Geometric Measurement
    2 - Understand (area concepts)
    3 - Relate (area, multiplication, addition)
    2 - I can understand concepts of area.
    3 - I can relate area to multiplication and addition.
    A. Area attributes can be measured and calculated using addition and multiplication.
    A.1 How can area be calculated?
  42. Common Core Mathematics: G.3 > MD > C.3 > S.6

    Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

    Content Skills Learning Targets Big Ideas Essential Questions
    Areas
    2 - Measure (areas)
    2 - Counting (unit squares, square cm, square m, square in, square ft, improvised units)
    2 - I can measure areas.
    2 - I can count unit squares such as square cm, square m, square in, square ft, and improvised units.
    A. Area is composed of square units.
    A.1 How can I calculate area using square units?
  43. Common Core Mathematics: G.3 > MD > C.3 > S.5

    Recognize area as an attribute of plane figures and understand concepts of area measurement.

    1. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
    2. 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.
    Content Skills Learning Targets Big Ideas Essential Questions
    Plane figures
    Area measurement
    1 - Recognize (area attribute, plane figures)
    2 - Understand (area measurement concepts)
    2 - Understand (Square with side length 1 unit is called a unit square [a])
    2 - Understand (Square with side length 1 unit has area of 1 square unit [a])
    2 - Understand (Square with side length 1 can be used to measure area [a])
    2 - Understand (Plane figure covered without gaps or overlaps by n unit squares has area of n square units [b])
    1 - I can recognize area as an attribute of plane figures.
    2 - I can understand concepts of area measurement.
    2 - I can understand square with side length 1 unit is called a unit square. [a]
    2 - I can understand square with side length 1 unit has area of 1 square unit. [a]
    2 - I can understand square with side length 1 can be used to measure area. [a]
    2 - I can understand that a plane figure covered without gaps or overlaps by n unit squares has an area of n square units. [b]
    A. Plane figures have a measurable attribute of area.
    B. Area is measured in terms of square units.
    C. Area can be measured in terms of square units.
    A.1 What is area?
    A.2 How can area be measured?
    B.1 How do I measure area?
    C.1 Why would I want to cover a figure in squares?
  44. Common Core Mathematics: G.3 > MD > C.3 > S.7

    Relate area to the operations of multiplication and addition.

    1. 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.
    2. 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.
    3. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
    4. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
    Content Skills Learning Targets Big Ideas Essential Questions
    Area operations
    3 - Relate (Area, multiplication, addition)
    2 - Find (area of rectangle with whole number side lengths by tiling [a])
    2 - Show (area is same as multiplying side lengths [a])
    2 - Multiply (side lengths [b])
    2 - Find (area of rectangles with whole number side lengths [b])
    2 - Solve (real world and mathematical problems [b])
    3 - Represent (whole number products as rectangular areas in mathematical reasoning [b])
    3 - Use (tiling [c])
    3 - Show (area of rectangle with whole number side lengths a and b+c equals axb plus axc [c])
    3 - Use (area models [c])
    3 - Represent (distributive property in mathematical reasoning [c])
    2 - Recognize (areas as additive [d])
    2 - Find (areas of rectilinear figures [d])
    2 - Decompose (figures into non-overlapping rectangles [d])
    2 - Add (areas of non-overlapping parts [d])
    3 - Apply (technique of adding areas [d])
    2 - Solve (real world problems [d])
    3 - I can relate area to the operations of multiplication and addition.
    2 - I can find area of rectangle with whole number side lengths by tiling. [a]
    2 - I can show area is same as multiplying side lengths. [a]
    2 - I can multiply side lengths. [b]
    2 - I can find the area of rectangles with whole number side lengths. [b]
    2 - I can solve real world and mathematical problems. [b]
    3 - I can represent whole number products as rectangular areas in mathematical reasoning. [b]
    3 - Use (tiling) [c]
    3 - I can show area of rectangle with whole number side lengths a and b+c equals axb plus axc. [c]
    3 - I can use area models. [c]
    3 - I can represent distributive property in mathematical reasoning. [c]
    2 - I can recognize areas as additive. [d]
    2 - I can find areas of rectilinear figures. [d]
    2 - I can decompose figures into non-overlapping rectangles. [d]
    2 - I can add areas of non-overlapping parts. [d]
    3 - I can apply technique of adding areas. [d]
    2 - I can solve real world problems. [d]
    A. Multiplication and addition can be used to solve for area.
    B. There are multiple ways to find the area of a plane figure.
    C. Real world problems sometimes involve finding areas of rectangles.
    D. Arithmetic properties can be concretely modeled by using objects or tiles.
    E. Areas can be added together.
    A.1 How can multiplication and addition be used to get the area of a plane figure?
    B.1 How can I find the area of a rectangle?
    C.1 How can I use the area of a rectangle?
    D.1 How do properties relate to real world problems?
    E.1 How does decomposing figures into smaller rectangles fit into solving real world problems?
  45. Common Core Mathematics: G.3 > MD > C.4

    Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

    Content Skills Learning Targets Big Ideas Essential Questions
    Geometric measurement
    Plane figures
    1 - Recognize (plane figure,perimeter attribute)
    2 - Distinguish (linear measures, area measures)
    1 - I can recognize perimeter as an attribute of plane figures.
    2 - I can distinguish between linear and area measures.
    A. Linear measures and area measures are two distinct attributes of plane figures.
    A.1 What is the distance around a plane figure?
    A.2 How do I measure the distance around a plane figure?
    A.3 How is linear and area measure different?
  46. Common Core Mathematics: G.3 > MD > C.4 > S.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.

    Content Skills Learning Targets Big Ideas Essential Questions
    Polygon Problems
    3 - Solve (polygon perimeter problems, real world, mathematical)
    2 - Find (perimeter given side lengths of polygon exhibiting rectangles, same perimeter, different areas)
    2 - Find (perimeter given side lengths of polygon exhibiting rectangles, same area, different perimeters)
    2 - Find (unknown side length of polygon exhibiting rectangles, same perimeter, different areas)
    2 - Find (unknown side length of polygon exhibiting rectangles, same area, different perimeters)
    3 - I can solve real world and mathematical problems involving perimeters of polygons.
    2 - I can find the perimeter given the side lengths of a polygon exhibiting rectangles with the same perimeter and different areas.
    2 - I can find the perimeter given the side lengths of a polygon exhibiting rectangles with the same area and different perimeters.
    2 - I can find the unknown side length of a polygon exhibiting rectangles with the same perimeter and different areas.
    2 - I can find the unknown side length of a polygon exhibiting rectangles with the same area and different perimeters.
    A. Polygons and their area and perimeter attributes can be used to solve real world problems.
    A.1 How can the perimeter be found given the side lengths of a polygon rectangles with the same perimeter and different areas?
    A.2 How can the perimeter be found given the side lengths of a polygon rectangles with the same area and different perimeters?
    A.3 How can the unknown side length of a polygon be found exhibiting rectangles with the same perimeter and different areas.
    A.4 How can the unknown side length of a polygon be found exhibiting rectangles with the same area and different perimeters?
  47. Common Core Mathematics: G.4

    In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Understand (multi-digit multiplication)
    3 - Understand (division with multi-digit dividends)
    2 - Understand (fraction equivalence)
    2 - Understand (addition and subtraction of fractions with like denominators)
    2 - Understand (multiplication of fractions by whole numbers)
    3 - Understand (geometric figure analysis and classification)
    2 - Classify (geometric figures by their properties, parallel sides, perpendicular sides, particular angle measures, symmetry)
    4 - Analyze (geometric figures by their properties, parallel sides, perpendicular sides, particular angle measures, symmetry)
    2 - I can understand and apply (develop fluency) multi-digit multiplication.
    3 - I can understand and apply (develop fluency) dividing to find quotients involving multi-digit dividends.
    2 - I can understand fraction equivalence.
    2 - I can understand addition and subtraction of fractions with like denominators.
    2 - I can understand multiplication of fractions by whole numbers.
    2 - I can understand geometric figures can be analyzed and classified based on their properties.
    2 - I can classify geometric figures based on their properties, such as parallel sides, perpendicular sides, particular angle measures and symmetry.
    4 - I can Analyze geometric figures based on their properties, such as parallel sides, perpendicular sides, particular angle measures and symmetry.
    A. A number of objects can be multiplied and divided using multi-digit numbers.
    B. Fractions may look different but still be equal.
    C. Math operations can be done on fractions to solve problems.
    D. Geometric figures can be classified and analyzed by their properties.
    A.1 What is multiplication?
    A.2 How do you use multiplication with multi-digit numbers?
    A.3 What is division?
    A.3 How do you use division with multi-digit numbers?
    B.1 Can two fractions look different but still be equal?
    C.1 How can fractions be added?
    C.2 How can fractions be subtracted?
    C.3 How can fractions be multiplied with whole numbers?
    D.1 What are the different properties of geometric figures?
    D.2 How can they be used to classify or analyze them?
  48. Common Core Mathematics: G.4 > MD

    Measurement and Data (MD)

    Content Skills Learning Targets Big Ideas Essential Questions
    Domain
    		None Available None Available None Available None Available
  49. Common Core Mathematics: G.4 > MD > C.1

    Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Solve (measurement problems, measure, measurement conversion)
    2 - Measure (unit problems)
    3 - Convert (larger unit to small unit)
    2 - I can solve measurement problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
    2 - I can measure units.
    3 - I can convert larger units to smaller units.
    A. Measurement problems may require unit conversion for them to be solved.
    A.1 How do I measure units to solve a measurement problem?
    A.2 How do I convert a larger unit to a smaller unit?
  50. Common Core Mathematics: G.4 > MD > C.1 > S.1

    Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table.

    For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Know (units km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec)
    1 - Know (relative measurement sizes, units within one system of units)
    2 - Express (measurement, larger unit in smaller unit terms)
    3 - Record (measurement equivalents, two-column table)
    6 - Generate (conversion table, unit-based number pair list)
    1 - I can know (identify) the units km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
    1 - I can know the relative measured sizes of different units within one system of units.
    2 - I can express the measurement of a larger unit in terms of a smaller unit.
    3 - I can record the measurement equivalents within a two-column table.
    6 - I can generate a conversion table displaying a unit-based number pair list.
    A. Within one system of units, a measured attribute can have equivalent, but different unit measures.
    A.1 What is a system of units?
    A.2 How would you describe a system of units?
    A.3 What are the relative sizes of measurement units within each system of units?
    A.4 How can you express the measurement of a larger unit in terms of a smaller unit?
    A.5 How can equivalent measures be displayed?
  51. Common Core Mathematics: G.4 > MD > C.1 > S.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.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Use (addition, subtraction, multiplication, division)
    3 - Solve (word problems involving distances)
    3 - Solve (word problems involving intervals of time)
    3 - Solve (word problems involving liquid volumes)
    3 - Solve (word problems involving masses of objects)
    3 - Solve (word problems involving money)
    3 - Solve (word problems involving simple fractions or decimals)
    3 - Solve (word problems involving expressing measurements given in a larger unit in terms of a smaller unit)
    3 - Use (diagrams, number line diagram with measurement scale)
    2 - Represent (measurement quantities, diagram)
    3 - I can use addition, subtraction, multiplication, and division.
    3 - I can solve word problems involving distances.
    3 - I can solve word problems involving intervals of time.
    3 - I can solve word problems involving liquid volumes.
    3 - I can solve word problems involving masses of objects.
    3 - I can solve word problems involving money.
    3 - I can solve word problems involving simple fractions or decimals.
    3 - I can solve word problems involving expressing measurements given in a larger unit in terms of a smaller unit.
    3 - I can use diagrams such as number line diagrams that feature a measurement scale.
    2 - I can represent measurement quantities on a diagram.
    A. Real-world problems can be solved combining a variety of mathematical skills.
    A.1 What real-world problems can be solved using mathematics?
    A.2 How do the use of units help to solve these problems?
    A.3 What mathematical skills can be used to solve real-world problems?
    A.4 How can the skills be combined to solve them?
  52. Common Core Mathematics: G.4 > MD > C.1 > S.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.

    Content Skills Learning Targets Big Ideas Essential Questions
    Math Problems
    3 - Apply (rectangle area and perimeter formulas; real world, mathematical problems)
    3 - I can apply area and perimeter formulas for rectangles in real world and mathematical problems.
    A. Area and perimeter formulas can be viewed as equations with unknown factors to solve real world and mathematical problems.
    A.1 How can area and perimeter formulas be used as equations to solve problems?
  53. Common Core Mathematics: G.4 > MD > C.2

    Represent and interpret data.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Represent (Data)
    2 - Interpret (Data)
    3 - I can represent data.
    2 - I can interpret data.
    A. Data can be generated, represented, and interpreted.
    A.1 What is data?
    A.2 How can data be represented?
    A.3 How can data be interpreted?
  54. Common Core Mathematics: G.4 > MD > C.2 > S.4

    Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

    For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

    Content Skills Learning Targets Big Ideas Essential Questions
    Plot
    Measurement data sets
    3 - Make (a line plot)
    3 - Display (measurement data set in fractions of a unit - 1/2, 1/4, 1/8)
    3 - Use (line plot information)
    3 - Solve (problems involving addition and subtraction of fractions and information in line plots)
    3 - I can make a line plot.
    3 - I can display within a line plot measurement data set in fractions of a unit (1/2, 1/4, 1/8).
    3 - I can use information in a line plot.
    3 - I can solve problems involving addition and subtraction of fractions by using information presented in line plots.
    A. Data can be plotted in fractions of a unit.
    B. Problems can be solved using unit fractions displayed on a plot.
    A.1 How can data be plotted when the measured values fall between two whole numbers?
    B.1 How does the addition or subtraction of fractions help to solve problems using information in a line plot?
  55. Common Core Mathematics: G.4 > MD > C.3

    Geometric measurement: understand concepts of angle and measure angles.

    Content Skills Learning Targets Big Ideas Essential Questions
    Geometric measurement
    2 - Understand (angle concepts)
    2 - Understand (angle measures)
    2 - I can understand angle concepts.
    2 - I can understand measuring angles.
    A. Angles can be measured.
    A.1 What are angles?
    A.2 How can angles be measured?
  56. Common Core Mathematics: G.4 > MD > C.3 > S.5

    Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

    1. 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.
    2. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Recognize (angles as geometric shapes)
    1 - Recognize (angles are formed from two rays sharing a common end point)
    1 - Understand (an angle measure references a circle [a])
    1 - Understand (circle center is at the common endpoint of the rays [a])
    1 - Understand (circle arc [a])
    1 - Understand (1/360 of a circle is a "one-degree angle" [a])
    1 - Use (one-degree angles [a])
    1 - 2: Understand (angle turning through n one-degree angles measures n degrees [b])
    1 - I can recognize angles as geometric shape.
    1 - I can recognize angles are formed from two rays sharing a common end point.
    1 - I can understand an angle measure references a circle [a].
    1 - I can understand the circle center is at the common endpoint of the rays forming an angle[a].
    1 - I can understand a circle arc [a].
    1 - I can understand 1/360 of a circle is equal to a "one-degree" angle [a].
    1 - I can use one-degree angles [a].
    2 - I can understand thqt an angle that turns through n one-degree angles measures n degrees [b].
    A. Angles make up part of a circle.
    B. 360 "one-degree" angles make up a complete circle.
    C. Angle measure is additive.
    A.1 What is the relationship between an angle and a circle?
    B.1 What is the relationship between the center of a circle and the common endpoint of rays?
    B.2 How can angles be determined?
    C.1 How do I measure an angle?
  57. Common Core Mathematics: G.4 > MD > C.3 > S.6

    Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Measure (whole-number degree angles)
    3 - Use (protractor)
    3 - Sketch (angles with specific measures)
    2 - I can measure angles having whole-number degrees.
    3 - I can use a protractor.
    3 - I can sketch angles with specific measurements.
    A. A protractor simplifies the measurement and creation of angles.
    A.1 How can you use a protractor to measure an angle?
    A.2 How can you use a protractor to create an angle with a specific angle measurement?
  58. Common Core Mathematics: G.4 > MD > C.3 > S.7

    Recognize angle measure as additive. When an angle is decomposed into non-overlapping 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.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Recognize (angle measure as additive)
    2 - Recognize (angle measure; the whole is the sum of its decomposed non-overlapping parts)
    3 - Solve (real world and mathematical addition and subtraction problems, unknown angles)
    2 - Find (unknown angles on a diagram)
    3 - Use (equation with unknown angle measure symbol)
    2 - I can recognize angle measure as additive.
    2 - I can recognize that when an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measure of the parts.
    3 - I can solve real world and mathematical addition and subtraction problems to find unknown angles on a diagram.
    3 - I can use equations with a symbol for the unknown angle measure to solve for the angle.
    A. The measure of a whole angle is the sum of its parts.
    A.1 How is angle measure additive?
    A.2 How can an unknown part of an angle be determined?
  59. Common Core Mathematics: G.5

    In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.

    Content Skills Learning Targets Big Ideas Essential Questions
    Concept
    3 - Develop fluency/Apply (addition, subtraction of fractions)
    2 - Understand (multiplication of fractions)
    2 - Understand (division of fractions, unit fractions divided by whole numbers, whole numbers divided by unit fractions)
    3 - Extend/Apply (division to 2-digit divisors)
    4 - Integrate (decimal fractions, place value system)
    2 - Understand (decimal operations to hundredths)
    3 - Develop fluency/Apply (whole number and decimal operations)
    2 - Understand (volume)
    3 - I can apply (develop fluency) addition and subtraction of fractions.
    2 - I can understand the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions).
    3 - I can apply (extend) division to 2-digit divisors.
    4 - I can integrate decimal fractions into the place value system.
    2 - I can understand operations with decimals to hundredths.
    3 - I can apply (develop fluency) whole number and decimal operations.
    2 - I can understand volume.
    A. Fraction problems can be solved using all four operations; addition, subtraction, multiplication, and division.
    B. Fractions can be expressed as decimals.
    C. The location of the decimal in a number determines its value.
    D. Volume occupies space having length, width, and height.
    A.1 How can fractions be added or subtracted?
    A.2 How can fractions be multiplied?
    A.3 How can fractions and whole numbers be divided to solve a problem?
    B.1 How can fractions be expressed as decimals?
    C.1 How are decimal fractions and the place value system related?
    D.1 What is volume? How can it be calculated?
  60. Common Core Mathematics: G.5 > MD

    Measurement and Data (MD)

    Content Skills Learning Targets Big Ideas Essential Questions
    Domain
    		None Available None Available None Available None Available
  61. Common Core Mathematics: G.5 > MD > C.1

    Convert like measurement units within a given measurement system.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Convert (Like measurements within given measurement system)
    2 - I can convert like measurements within a given measurement system.
    A. Within a given measurement system, like measurement units can be converted from one to the other.
    A.1 What is a measurement system?
    A.2 How can like measurement units be converted within a measurement system?
  62. Common Core Mathematics: G.5 > MD > C.1 > S.1

    Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Convert (Among different-sized standard measurement units within a given measurement system)
    3 - Use (Unit conversions)
    3 - Solve (Multi-step, real world problems involving unit conversions)
    2 - I can convert among different-sized standard measurement units within a given measurement system.
    3 - I can use unit conversions to solve problems.
    3 - I can solve multi-step, real world problems involving unit conversions.
    A. Within a given measurement system, like measurement units can be converted from one to the other to solve real world problems.
    A.1 What is a measurement system?
    A.2 How can like measurement units be converted within a measurement system?
  63. Common Core Mathematics: G.5 > MD > C.2

    Represent and interpret data.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Represent (Data)
    2 - Interpret (Data)
    3 - I can represent data.
    2 - I can interpret data.
    A. Data can be generated, represented, and interpreted.
    A.1 What is data?
    A.2 How can it be represented?
    A.3 How can data be interpreted?
  64. Common Core Mathematics: G.5 > MD > C.2 > S.2

    Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

    For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Make (Line plot, data set measurements in fractions of a unit 1/2, 1/4, 1/8)
    3 - Use (Operations on fractions)
    3 - Solve (Problems involving line plot information)
    3 - I can make line plots using data set measurements in fractions of a unit (1/2, 1/4, 1/8)
    3 - I can use operations on fractions.
    3 - I can solve problems involving information presented in line plots.
    A. Information can be displayed as fractional units on line plots.
    A.1 How can a line plot display fractional units?
    A.2 How can the different volumes of identical beakers be displayed on a line plot?
    A.3 How can operations on fractions and information from a line plot be used to solve problems?
  65. Common Core Mathematics: G.5 > MD > C.3

    Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Understand (Volume concepts)
    2 - Relate (Volume to addition and multiplication)
    2 - I can understand the concepts of volume.
    2 - I can relate volume to addition and multiplication.
    A. Volume occupies space having length, width, and height.
    B. Volume can be calculated using addition and multiplication.
    A.1 How can volume be described?
    B.1 How can volume be calculated?
  66. Common Core Mathematics: G.5 > MD > C.3 > S.3

    Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

    1. 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.
    2. 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.
    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Recognize (Volume attribute of solid figures)
    2 - Understand (Volume measurement concepts)
    2 - Understand (cube with side length 1 unit is called a unit cube [a])
    2 - Understand (unit cube is used to measure volume [a])
    2 - Understand (solid figure packed without gaps or overlap by n cubes has volume of n cubic units [b])
    1 - I can recognize volume as an attribute of solid figures.
    2 - I can understand the concepts of volume measurement.
    2 - I can understand that a cube with side length 1 unit is called a unit cube [a].
    2 - I can understand that a unit cube is used to measure volume [a].
    2 - I can understand that a solid figure packed without gaps or overlap by n cubes has a volume of n cubic units [b].
    A. Solid figures have the attribute of occupy space as measured by volume.
    A.1 How can the attribute of volume for a solid figure be described?
    A.2 What is volume measurement?
    A.3 How can the volume for a particular solid figure be measured?
  67. Common Core Mathematics: G.5 > MD > C.3 > S.4

    Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Measure (Volumes)
    1 - Count (Cubic cm, in, ft, improvised unit)
    3 - Use (Cubic cm, cubic in, cubic ft, improvised units)
    2 - I can measure volumes by counting unit cubes.
    1 - I can count cubic cm, cubic in, cubic ft, and improvised units.
    3 - I can use cubic cm, cubic in, cubic ft, and improvised units.
    A. The volume of a solid figure can be determined by adding the sum of its unit cubes.
    A.1 What is a unit cube? How can it be used to solve for the volume of a solid figure?
    A.2 What units can be used for the measurement of a unit cube? Why?
  68. Common Core Mathematics: G.5 > MD > C.3 > S.5

    Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

    1. 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.
    2. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with wholenumber edge lengths in the context of solving real world and mathematical problems.
    3. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Relate (Volume and multiplication and addition operations)
    3 - Solve (real world and mathematical problems)
    2 - Find (volume of right rectangular prism with whole number side lengths by packing with unit cubes [a])
    3 - Apply (formulas V=lxwxh and V=bxh for rectangular prisms [b])
    2 - Find (volumes of right rectangular prisms with whole-number edge lengths [b])
    2 - Solve (real world and mathematical problems [b])
    2 - Recognize (volume as additive [c])
    2 - Find (volumes of solid figures composed of 2 non-overlapping right rectangular prisms [c])
    2 - Add (volumes of non-overlapping parts [c])
    3 - Apply (technique of adding volumes [c])
    2 - Solve (real world problems [c])
    3 - I can relate volume with multiplication and addition operations.
    3 - I can solve real world and mathematical problems involving volume.
    2 - I can find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes [a].
    3 - I can apply the formulas V=lxwxh and V=bxh for rectangular prisms [b].
    2 - I can find volumes of right rectangular prisms with whole-number edge lengths [b].
    2 - I can solve real world and mathematical problems [b].
    2 - I can recognize volume as additive [c].
    2 - I can find volumes of solid figures composed of 2 non-overlapping right rectangular prisms [c].
    2 - I can add volumes of non-overlapping parts [c].
    3 - i can apply the technique of adding volumes [c].
    2 - I can solve real world problems [c].
    A. Volume occupies space having length, width, and height.
    B. Volume can be calculated using addition and multiplication.
    C. There is more than one way to find the volume of a solid figure.
    D. Formulas are useful tools when solving real world problems.
    E. Volumes can be added together.
    A.1 How can volume be described?
    B.1 How can volume be calculated to solve real world and mathematical problems?
    C.1 How can I find the volume of a solid figure?
    D.1 What are formulas used for?
    E.1 When will I have to add volumes together?

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