| Decatur City Schools |
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| Pacing Guide |
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| Second: Math |
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| Projected
Pacing ( Nov. 27 - Jan 12) |
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| AL COS Standards |
Vocabulary |
Prerequisite Skills |
Suggested Materials/Resources |
Documentation Date(s) Taught |
Comments |
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from State Curriculum Guide |
L=Lesson |
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| Number and
Operations |
mental math |
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Investigation Books: |
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| Demonstrate concepts of
number |
compare |
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Coins, coupons, combinations |
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| sense by using multiple
representations |
greater than |
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4:1-4, 4: 2-4 |
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| of whole numbers up to 100,
counting |
less than |
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Putting together/Taking apart: |
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| forward by threes from a
given number, |
equals |
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2:1-6, 5:2-3, 6,8 |
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| identifying a number that
is 100 more or |
expanded form |
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2: 3-7, 4: 1-4 |
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| 100 less than a given number
and |
digit |
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Scott Foresman Text |
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| and position using ordinal
numbers to |
3-digit number |
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L 3-1 p. 81-82, L 3-2 p. 83-84 |
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| 100th (AL COS #1 Partial) |
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L 3-3 p. 85-86, L 3-4 p. 89-90, |
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L 3-8 p.100, L 3-9p .101-102, |
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L 3-19 p. 124, L 4-12 p.164, |
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L 10-2 p. 393-394, L 10-3 p.395-396 |
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standard form |
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| Determining the value of a
digit in the |
number word |
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L 10-2 p. 394 |
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| ones, tens and hundreds place |
halves |
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L 10-11 p.416 |
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| Determining the value of a
number |
thirds |
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L 10-3 p. 395-396 |
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| expressed in expanded
notation |
fourths |
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L 10-7 p.405-406 |
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| of numbers from 50-99 |
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Investigations: Coins, Coupons,
Combinations |
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2:3, 3:1-5, 4:2-4, 3:2,4-5, 4:2-4, |
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unequal |
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| Label equal parts of a whole
using |
fraction |
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L 7-9 p. 269-270 |
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| 1/2, 1/3, and 1/4 (AL COS #3) |
non-unit fraction |
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L 7-10 p.271-272 |
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Investigations: Shapes, Halves,
Symmetry |
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3:7-8, 2:3-5, 3:1-5, 3:1-8 |
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| Apply the operations of
addition |
estimate |
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Chapter 1 and Chapter 2 |
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| and subtraction to solve
problems |
fractions of a set |
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4-12, 6-11 |
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| involving sums and minuends
to 18 |
double facts |
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Mathematical Thinking-2: 4-5, |
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| Demonstrating computational
fluency |
addition facts |
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2: 1-6, 3:5 |
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| for basic addition and
subtraction facts |
addend |
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Coins, Coupons, and |
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| with sums through 18 and
differences |
add |
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Combinations 3:3, 4-5 |
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| with minuends through 18, using |
count on |
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Putting Together 1: 5-6, 5:7 |
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| AL COS
Standards |
Vocabulary |
Prerequisite Skills |
Suggested Materials/Resources |
Documentation Date(s)
Taught |
Comments |
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| horizontal and vertical forms |
sum |
from State Curriculum Guide |
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| Solving multi step addition
and subtraction |
doubles plus 1 |
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L 9-16 p. 377-378 |
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| problems originating from
real life |
number sentence |
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Mathematical Thinking 2:2-5, 7-8, |
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| experiences |
count back |
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3: 1-6, 4:1-4,5:1-2,4-5 Coins, C.C.
1: 2-11, |
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2: 7-9, 3:1-2, 4: 2-5, |
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Put together 4: 2-4, 1:1, 5-6 |
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| Justifying the strategy used
to solve |
subtract |
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L 1-7 p. 19-20 , L 5-9 p. 193-194, |
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| addition and subtraction
problems |
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L 6-9 p. 231-232 |
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| Using an estimate to
determine if an |
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Mathematical Thinking 4:1-5 |
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| answer is reasonable |
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Putting Together/Taking Apart1:1-4,
2: 3-4, |
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3: 1-2, 4:1, 5:1, 4-5, 7, 8 |
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| Algebra |
number sentence |
Objective 2.6.1:Demonstrate basic addition and subtraction facts L 2-4 p. 49-50 |
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| Solve problems using the
associative |
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by identifying sums to 10 and differences with minuends of 10 or less |
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L 2-7 p. 57-58, L 5-6 p. 187-188, L
5-11 p. 200 |
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| property of addition (AL COS
#6) |
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Objective 2.6.2:
Identify an example of the
associative property of addition |
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| Geometry |
solid figure, cube, retangular |
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Shapes, Halves,
Symmetry 2: 3-6, |
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prism, sphere, pyramid, |
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3: 1-2, 1:1, 2:2, 1:2-6, 1:2-8, |
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cylinder, cone, flat surface, |
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1:2-6, 1:7-8, 2:1, 2:4-5 |
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vertex, edge, trapezoid, |
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How Long? How Far?
(all) |
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parallelogram, hexagon, side, |
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angle, congruent, plane figure, |
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solid figure, line of symmetry, |
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slide, flip, turn,
rotate, |
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coordinate graph, ordered pair, |
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grid, locate |
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| Measurement |
inch, ruler, foot, width, yard, |
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yardstick, perimeter, area, |
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square unit,
centimeter, |
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centimeter ruler, meter, |
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meter stick, capacity, |
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liter, weight, pound, ounce, |
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kilogram, gram |
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| Data Analysis
and Probability |
Venn Diagram |
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| Yes/No Graph |
pictograph |
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bar graph, survey, data,line plot, |
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predict, more likely, less likely, |
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equally likely, before, after, |
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between |
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