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Common Core: Standard
Common Core: ELA
Common Core: Math
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 Students' previous experience solving problems involving multiplicative comparisons, such as “Max has three times as many toy cars as Jack,” (4.OA.2) serves as the conceptual foundation for...

 With the concept of ratio equivalence formally defined, students explore collections of equivalent ratios in real world contexts in Topic B. They build ratio tables and study their additive and...

 In Topic A, students extend their previous understanding of multiplication and division to divide fractions by fractions. They construct division stories and solve word problems involving division...

 In Topic C, students build further on their understanding of ratios and the value of a ratio as they come to understand that a ratio of 5 miles to 2 hours corresponds to a rate of 2.5 miles per hour...

 In Topic D, students are introduced to percent and find percent of a quantity as a rate per 100. Students understand that N percent of a quantity has the same value as N/100 of that quantity. ...

 Topic A focuses on the development of the number line in the opposite direction (to the left or below zero). Students use positive integers to locate negative integers, understanding that a number...

 Prior to division of decimals, students will revisit all decimal operations in Topic B. Students have had extensive experience of decimal operations to the hundredths and thousandths (5.NBT.7),...

 In Topic B, students apply their understanding of a rational number’s position on the number line (6.NS.C.6c) to order rational numbers. Students understand that when using a conventional horizontal...

 To begin this module, students are introduced to important identities that will be useful in solving equations and developing proficiency with solving problems algebraically. In Topic A, students...

 In Topic C, students extend their understanding of the ordering of rational numbers in one dimension (on a number line) to the twodimensional space of the coordinate plane. They construct the plane...

 In Topic D, students become comfortable with new notations of multiplication and division and recognize their equivalence to the familiar notations of the prior grades. The expression 2 × b is...

 In Grades 4 and 5, students used concrete models, pictorial representations, and properties to divide whole numbers (4.NBT.6, 5.NBT.6). They became efficient in applying the standard algorithm for...

 Students write and evaluate expressions and formulas in Topic F. They use variables to write expressions and evaluate those expressions when given the value of the variable (6.EE.A.2). From there,...

 In Topic G, students are introduced to the fact that equations have a structure similar to some grammatical sentences. Some sentences are true: “George Washington was the first president of the...

 In Topic D, students think logically about multiplicative arithmetic. Students apply odd and even number properties and divisibility rules to find factors and multiples. They extend this...

 In Topic A, students use composition and decomposition to determine the area of triangles, quadrilaterals, and other polygons. They determine that area is additive. Students learn through...

 In Topic E, students express operations in algebraic form. They read and write expressions in which letters stand for and represent numbers (6.EE.A.2). They also learn to use the correct...

 In Topic H, students use their prior knowledge from Module 1 to contruct tables of independent and dependent values in order to analyze equations with two variables from reallife contexts. They...

 In Topic B, students experience special notations of operations. They determine that 3x = x + x + x is not the same as x3, which is x times x times x. Applying their prior knowledge from Grade 5,...

 Students represent letters with numbers and numbers with letters in Topic C. In past grades, students discovered properties of operations through example (1.OA.B.3, 3.OA.B.5). Now, they use letters...

 In Topic A, students begin to think and reason statistically, first by recognizing a statistical question as one that can be answered by collecting data (6.SP.A.1). Students learn that the data...

 Module 5 concludes with deconstructing the faces of solid figures to determine surface area. Students note the difference between finding the volume of right rectangular prisms and finding the...

 In Module 3, students used coordinates and absolute value to find distances between points on a coordinate plane (6.NS.C.8). In Topic B, students extend this learning to Lessons 7 and 8 where they...

 In Grade 5, students recognized volume as an attribute of solid figures. They measured volume by packing right rectangular prisms with unit cubes and found that determining volume was the same as...