Everyday Mathematiics 4 Grade K K Instructional Pacing Reccommendatio ons Whether yyou teach in a half‐day or a full‐day progrram, plan to s pend at least 45–60 minutees on mathem matics each day tto cover the th hree required parts in each Kindergarten lesson: Daily Routines, Corre Activity: Focus and Core A Activity: Practice. You may also choose to use any or aall of the Conn nections and D Differentiation n Options ass part of your daily math tim me or during o other parts of the day or weeek. Teachers in full‐day programs will have morre time for Connections and d Differentiatioon Options, but half‐day teachers can fin nd time for so ome of these activities by in ntegrating the em throughou t the day. Kindergartten contains 1 117 lessons, grrouped into 9 sections withh 13 lessons in n each section. Plan to teach h 3–4 lessons pe er week (includ ding all requirred parts), or rroughly one seection per mo onth. This paciing is designed d for flexibility aand depth. Yo ou will have fle exibility to extend a lesson iif discussion iss rich or if children’s understan ndings are inco omplete. In ad ddition, you caan incorporatee time each w week for extra game time, Differentiaation Options,, and/or Connections activitties. This also leaves time to o accommodaate outside mandates, district initiaatives, and spe ecial projects. This pacing gives you tim me to go deep p, to create a cclassroom cultture that values and supports productivee struggle. R Rather than ru ushing to cove er too much co ontent in too llittle time, you u can expect yyour children tto do their own thinking, to so olve problemss they have no ot been shownn how to solvee, to make con nnections between concepts aand procedure es, to explain their thinking, and to unde rstand others’ thinking. Creeating such a classroom culture takess time, but it’ss what the Com mmon Core assks you to do in its Standard ds for Mathem matical Practice – and the pacin ng of Everydayy Mathematics 4 is designedd to give you tthe time you’lll need.
Begginning‐of‐Year Assessmen nt Spread this face‐‐to‐face assesssment over sseveral days –– a few childrren each day Section 1 1 1‐1 1‐2 1‐3 1‐4 1‐5 1‐6 1‐7 1‐8 1‐9 1‐10 1‐11 1‐12 1‐13
Partner Match Intrroduction to P Pattern Blockks Gottcha: A Countting Game Num mber Walk Gettting to Know w Numbers Cou unt and Sit Classs Birthdays Classs Age Graph Num mber Stationss Quick Looks Five e Frames Desscribing Shape es Shaape Patterns Add ditional practice, differentiation, and innstruction opp portunities
18 Days 1 1 1 1 1 1 1 1 1 1 1 1 1 5 Grrade K
Section 2 2 2‐1 2‐2 2‐3 2‐4 2‐5 2‐6 2‐7 2‐8 2‐9 2‐10 2‐11 2‐12 2‐13
Section 3 3 3‐1 3‐2 3‐3 3‐4 3‐5 3‐6 3‐7 3‐8 3‐9 3‐10 3‐11 3‐12 3‐13
Match Up with D Dot Cards Top p‐It with Dot C Cards Gettting to Know w Triangles Num mber Board Poccket Problemss How w Many Now?
Intrroduction to o Sorting: Op pen Responsse and Reenggagement Gettting to Know w Circles Ten n Frames Cou unting Collecttions Gettting to Know w Rectangles Num mber Stories More Number Sttories Add ditional practice, differentiation, and innstruction opp portunities
Patttern‐Block Grraph Ten n‐Bean Spill Rop pe Shapes Num mber Books Lon nger or Shorte er? Obsstacle Course Positions
Com mparing Rep presentation ns: Open Ressponse and R Reengagemeent Spin n a Number Line e Up Num mber‐Card Acctivities Rolll and Record Monster Squeezee Num mbers on Slattes Add ditional practice, differentiation, and innstruction opp portunities
19 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 5 19 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 5
Grrade K
Section 4 4 4‐1 4‐2 4‐3 4‐4 4‐5 4‐6 4‐7 4‐8 4‐9 4‐10 4‐11 4‐12 4‐13
Section 5 5 5‐1 5‐2 5‐3 5‐4 5‐5 5‐6 5‐7 5‐8 5‐9 5‐10 5‐11 5‐12 5‐13
Attrribute Blocks Shaapes by Feel Favvorite Colors G Graph Meet the Calculaator Ten n‐Frame Quickk Looks Moving with Tee ens
Building Hexagons: Open R Response an d Reengagement Building Numbers Exp ploring Weight Exp ploring Capaciity Cou unting by 10s Top p‐It with Number Cards Num mber‐Grid Exploration Add ditional practice, differentiation, and innstruction opp portunities
The e 100th Day o of School Rolll and Record with Dot Dicee Ten n Bears on a B Bus Find d and Draw Shapes Shaapes All Aroun nd Tee en Partners
Seaats at the Party: Open Re esponse andd Reengagem ment Tee ens on Double e Ten Frames The e Equal Symbo ol (=) The e Addition Sym mbol (+) Gro owing Train Num mber Scrolls Shaape Combinattions Add ditional practice, differentiation, and innstruction opp portunities
19 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 5 19 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 5
Mid ddle‐of‐Year A Assessment Spread this face‐‐to‐face assesssment over sseveral days –– a few childrren each day
Grrade K
Section 6 6 6‐1 6‐2 6‐3 6‐4 6‐5 6‐6 6‐7 6‐8 6‐9 6‐10 6‐11 6‐12 6‐13 Section 7 7 7‐1 7‐2 7‐3 7‐4 7‐5 7‐6 7‐7 7‐8 7‐9 7‐10 7‐11 7‐12 7‐13
Bod dy Heights witth String Len ngth Line‐Up Typ pes of Pets Graph Soliid Shapes Mu useum Flatt and Solid Sh hapes "Wh hat's My Rulee?" Fishing
Tall Enough to Ride?: Open n Response aand Reengaggement The e Subtraction Symbol (–) Disa appearing Tra ain Attrribute Spinner Hid ding Bears Gro owing and Dissappearing Trrain Num mber Stories with Symbolss (+, –. and =)) Add ditional practice, differentiation, and innstruction opp portunities Num mber Line Addition and Su ubtraction Dom mino Addition n Tee en Collectionss Soliid‐Shapes Ma atch Up Cou unt and Skip C Count with Caalculators Pan n Balance: Levveling
Rep presenting SSurvey Data: Open Respoonse and Reeengagement Estiimation Jar Beaad Combinatio ons Classs Number‐Sttory Book Classs Collection Dicee Addition Mysstery Block Add ditional practice, differentiation, and innstruction opp portunities
19 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 5 19 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 5
Grrade K
Section 8 8 8‐1 8‐2 8‐3 8‐4 8‐5 8‐6 8‐7 8‐8 8‐9 8‐10 8‐11 8‐12 8‐13
Section 9 9 9‐1 9‐2 9‐3 9‐4 9‐5 9‐6 9‐7 9‐8 9‐9 9‐10 9‐11 9‐12 9‐13
Soliid Shapes by Feel Marshmallow an nd Toothpick Shapes Cou unting to Meaasure Time Inte errupted Counting Dicee Subtraction n Craft‐Stick Bundles
Bird ds on Wires:: Open Response and Reeengagemen nt Carr Race Num mber Stories with Calculattors Non nconsecutive Numbers Add dition Top‐It Fun nction Machin nes Nam me‐Collection n Posters Add ditional practice, differentiation, and innstruction opp portunities
Make My Design n Sub btraction Top‐‐It "What's My Rule e?" with Num mbers Bacckpack Math: Height, Widtth, and Area Bacckpack Math: Weight and C Capacity Rolll and Record with Numera al Dice
Maaking Classro oom Maps: O Open Responnse and Reengagement Uniform Weights on a Pan Baalance Measuring Time in Seconds Dou ubles on Doub ble Ten Frames Fish hing for Ten Matth Celebratio on Preparation n Matth Celebratio on Add ditional practice, differentiation, and innstruction opp portunities
19 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 5 19 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 5
End d‐of‐Year Assessment Spread this face‐‐to‐face assesssment over sseveral days –– a few childrren each day Total dayys for instrucctional lesson ns Total dayys for additio onal practice and instructiion Total dayys for assessm ment TOTAL IN NSTRUCTIONAL DAYS
1 125 Days 45 Days Face‐to‐face assessments in GK span m multiple days 1 170 Days
Grrade K
Everyday Mathematiics 4 Grade 1 1 Instructional Pacing Reccommendatio ons This sugge ested pacing for Everyday Mathematicss, Grade 1 suppports 3–4 leessons each w week and one unit every 3–5 5 weeks. This allows time ffor additional practice, diffferentiation, and instructiion opportunities such as exxtra games prractice, Differrentiation Options, Englishh Learners and Differentiattion Support,, projects, aand reinforce ement. Use th his pacing to h help ensure inn‐depth coveerage of all Grrade 1 Common Core State e Standards ffor Mathemattics in a total of 170 instruuctional days. This pacin ng is designed d for flexibilityy and depth. YYou will havee flexibility so o you can exteend a lesson if discussion n has been ricch or if studen nts’ understandings are inncomplete. Yo ou can add a d day for “journ nal fix‐up” or for differentiation—to provide an Enrichment activvity to every sstudent, for eexample—or ffor e time to acco ommodate ouutside mandaates, district initiatives, and additional games. Therre will also be special projects. This pacin ng gives you time to go dee ep, to create a classroom cculture that vvalues and supports produ uctive struggle. YYou can expe ect your stude ents to discuss and compa re their thinkking with classsmates, to so olve problems they have no ot been show wn how to solvve, to make cconnections b between conccepts and es, and to refflect on what they are learning. Creatin g such a classsroom culturee takes time, but procedure it’s what tthe Common Core asks you to do in its Standards foor Mathematical Practice— —and the paciing of Everyda ay Mathemattics 4 is designed to give you the time yyou’ll need. Begginning‐of‐Year Assessmen nt Unit 1 1‐1 1‐2 1‐3 1‐4 1‐5 1‐6 1‐7 1‐8 1‐9 1‐10 1‐11 1‐12
Cou unting Intrroducing Firstt Grade Everyyday Mathem atics Inve estigating the e Number Line Too ols for Doing M Mathematics Ope en Response: Counting Strrategies 1 M More, 1 Less Com mparing Numbers Orgganizing Data in a Tally Chaart More Organizingg Data Exp ploring Math M Materials Num mber Stories Cou unting Larger Numbers Unit 1 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
1 Day 18 Dayss 1 1 1 2 1 1 1 1 1 1 1 2 4
Grrade 1
Unit 2 2‐1 2‐2 2‐3 2‐4 2‐5 2‐6 2‐7 2‐8 2‐9 2‐10 2‐11 2‐12
Intrroducing Add dition Intrroducing the SStrategy Wall Deccomposing Nu umbers within 10 More Decompossing Numberss within 10 Exp ploring Subtraaction, Pairs o of Numbers thhat Add to 100, and Data Ope en Response: 10 Apples More Counting O On to Add Lab beling Counts Chaange‐to‐More e Number Sto ories Chaange‐to‐Less N Number Storiies Num mber Models Find ding Unknowns Unit 2 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
Unit 3 3‐1 3‐2 3‐3 3‐4 3‐5 3‐6 3‐7 3‐8 3‐9 3‐10 3‐11 3‐12
Num mber Stories Parts‐and‐Total Number Stories Num mber Story Sttrategies Exp ploring Countiing, Matchingg Pairs, and O Ordering by Leength Ope en Response: Birds in a Tre ee Cou unting on a Number Line Cou unting to Add and Subtractt More Counting tto Add and Su ubtract Skip p Counting to o Add and Sub btract Cou unting Applicaation: Framess and Arrows Add dition and Sub btraction App plication: Fram mes and Arro ows Cou unting with Caalculators Unit 3 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
18 Dayss 1 1 1 1 2 1 1 1 1 1 1 2 4
18 Dayss 1 1 1 2 1 1 1 1 1 1 1 2 4
Grrade 1
Unit 4 4‐1 4‐2 4‐3 4‐4 4‐5 4‐6 4‐7 4‐8 4‐9 4‐10 4‐11 4‐12
Len ngth and Addition Facts Intrroducing Lenggth Measurem ment Measuring Lengtth More Length Me easurement Ope en Response: Measuring aa Marker Exp ploring Data, sshapes, and B Base‐10 Blockks Rep presenting Daata with a Barr Graph Intrroducing Doubles Com mbinations off 10 More Combinatiions of 10 Add ding Three Nu umbers 10 M More, 10 Lesss Unit 4 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
Unit 5 5‐1 5‐2 5‐3 5‐4 5‐5 5‐6 5‐7 5‐8 5‐9 5‐10 5‐11 5‐12 5‐13
Placce Value and Comparisons Intrroducing Place Value Digits and Place Value Placce‐Value Applications: Pen nny and Dimees Gre eater Than, Le ess Than, and Equal To The e Equal Sign Cou unting and Plaace‐Value Application: Nu mber Scrolls Measuring a Path Exp ploring Base‐1 10 Exchanges,, Lengths, andd Path Measu urement More Compariso on Symbols Com mparison Num mber Stories Two o‐Digit Addition and Subtrraction Ope en Response: Adding Anim mal Weights Unit 5 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add Mid d‐Year Assesssment
18 Dayss 1 1 1 2 1 1 1 1 1 1 1 2 4 19 Dayss 1 1 1 1 1 1 1 1 1 1 1 2 2 4
2 Dayss
Grrade 1
Unit 6 6‐1 6‐2 6‐3 6‐4 6‐5 6‐6 6‐7 6‐8 6‐9 6‐10 6‐11 6‐12
Add dition Fact Strategies Tim me and the Ho our‐Hand‐Only Clock More 2‐Digit Number Stories Exp ploring True and False, Dou ubles, and Shaapes Intrroducing Near Doubles Reccording Near‐Doubles Strategies Intrroducing Makking 10 Intrroducing My R Reference Book Ope en Response: Pencils for th he Writing Cluub Und derstanding EEquivalence More Place Value Placce‐Value Application: Penn nies, Dimes, aand Dollars Unit 6 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
Unit 7 7‐1 7‐2 7‐3 7‐4 7‐5 7‐6 7‐7 7‐8 7‐9 7‐10 7‐11 7‐12
Sub btraction Factt Strategies aand Attribute s of Shapes Fact Families More Fact Families Relaating Special Addition and Subtraction Facts More Subtractio on Fact Strategies Attrributes of Shaapes Exp ploring Attribu utes, Fraction ns, and Salutee! Deffining and Nondefining Atttributes Find ding Unknowns: "What's M My Rule?" Ope en Response: Desks and Ch hairs Add dition Facts: ""What's My R Rule?" Digital Clocks Unit 7 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
18 Dayss 1 1 1 1 1 1 1 2 1 1 1 2 4 18 Dayss 1 1 1 1 1 1 1 1 2 1 1 2 4
Grrade 1
Unit 8 8‐1 8‐2 8‐3 8‐4 8‐5 8‐6 8‐7 8‐8 8‐9 8‐10 8‐11 8‐12
Geo ometry Building Shapes with Definingg Attributes Halvves Fou urths Ope en Response: Sharing Pape er Squares Com mbining 2‐Dim mensional Shaapes 3‐D Dimensional Shapes Exp ploring Compo osition of Shaapes and Add ition Fact Straategies Tim me to the Half Hour Revview: Data Num mber‐Grid Pu uzzles Mentally Findingg 10 More and d 10 Less Unit 8 Progress C Check
18 Dayss 1 1 1 2 1 1 1 1 1 1 1 2 4
Add ditional practice, differentiation, and innstruction opp portunities Unit 9 9‐1 9‐2 9‐3 9‐4 9‐5 9‐6 9‐7 9‐8 9‐9 9‐10 9‐11 9‐12
Two o‐Digit Addition and Subtraction and R Review Revview: Measurement Two o‐Digit Numb ber Stories Ope en Response: Shopping at the School Sttore Exp ploring Broken n Calculators,, Fractions, annd Facts Ven nding Machine Addition an nd Subtractio n Two o‐Digit Comparison Number Stories Efficient Strategiies for 2‐Digitt Addition andd Subtraction n Revview: Relation ns and Equivaalence Revview: Place Vaalue Revview: 3‐Dimen nsional Geom metry Revview: Equal Sh hares Unit 9 Progress C Check
19 Dayss 1 1 2 1 1 1 1 1 1 1 1 2
ditional practice, differentiation, and innstruction opp portunities Add
5
End d‐of‐Year Assessment
3 Dayss
Total dayys for instrucctional lesson ns Total dayys for additio onal practice and instructiion Total dayys for assessm ment TOTAL IN NSTRUCTIONAL DAYS
1 109 37 24 1 170
Days Days Days Days
Grrade 1
Everyday Mathematiics 4 Grade 2 2 Instructional Pacing Reccommendatio ons This sugge ested pacing for Everyday Mathematicss, Grade 2 suppports 3–4 leessons each w week and one unit every 3–5 5 weeks. This allows time ffor additional practice, diffferentiation, and instructiion opportunities such as exxtra games prractice, Differrentiation Options, Englishh Learners and Differentiattion Support,, projects, aand reinforce ement. Use th his pacing to h help ensure inn‐depth coveerage of all Grrade 2 Common Core State e Standards ffor Mathemattics in a total of 170 instruuctional days. This pacin ng is designed d for flexibilityy and depth. YYou will havee flexibility so o you can exteend a lesson if discussion n has been ricch or if studen nts’ understandings are inncomplete. Yo ou can add a d day for “journ nal fix‐up” or for differentiation—to provide an Enrichment activvity to every sstudent, for eexample—or ffor e time to acco ommodate ouutside mandaates, district initiatives, and additional games. Therre will also be special projects. This pacin ng gives you time to go dee ep, to create a classroom cculture that vvalues and supports produ uctive struggle. YYou can expe ect your stude ents to discuss and compa re their thinkking with classsmates, to so olve problems they have no ot been show wn how to solvve, to make cconnections b between conccepts and es, and to refflect on what they are learning. Creatin g such a classsroom culturee takes time, but procedure it’s what tthe Common Core asks you to do in its Standards foor Mathematical Practice— —and the paciing of Everyda ay Mathemattics 4 is designed to give you the time yyou’ll need. Begginning‐of‐Year Assessmen nt Unit 1 1‐1 1‐2 1‐3 1‐4 1‐5 1‐6 1‐7 1‐8 1‐9 1‐10 1‐11 1‐12 1‐13
Esta ablishing Rou utines Num mbers All Aro ound Num mber Lines an nd Partnership Principles Matth Tools Classs Number Sccroll Num mber‐Grid Pu uzzles Equ uivalent Name es for Numbe ers Playying Fishing fo for 10 My Reference Bo ook, Quarterss, and Math B Boxes Eve en and Odd Number Patterrns Skip p‐Counting Paatterns Com mparing Numbers and Hom me Links Exp ploring Base‐1 10 Blocks, Are ea, and Dominnoes Unit 1 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
1 Day 19 Days 1 1 1 1 2 1 1 1 1 1 1 1 2 4
Grrade 2
Unit 2 2‐1 2‐2 2‐3 2‐4 2‐5 2‐6 2‐7 2‐8 2‐9 2‐10 2‐11 2‐12 2‐13
Fact Strategies Gro ouping by 10ss Add dition Numbe er Stories Dou ubles and Com mbinations off 10 The e Making‐10 SStrategy The e Near‐Double es Strategy The e Turn‐Around d Rule for Add dition Sub btraction and the Turn‐Aro ound Rule Exp ploring Additio on Tools, Odd d and Even Paatterns, and SShapes Eve en Number an nd Equal Adde ends Nam me‐Collection n Boxes Playying Name Th hat Number Frames‐ and Arrows Unit 2 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
Unit 3 3‐1 3‐2 3‐3 3‐4 3‐5 3‐6 3‐7 3‐8 3‐9 3‐10 3‐11 3‐12
Mo ore Fact Strate egies Usin ng Addition SStrategies Sub btraction from m Addition: Th hink Additionn Fact Families Playying Salute! Sub btraction Strategies: Countting Up and CCounting Backk ‐0 aand ‐1 Fact Strategies and Subtraction TTop‐It "What's My Rule e?" Usin ng Doubles to o Subtract Going‐Back‐Thro ough‐10 Strattegy for Subtrraction Going‐Up‐Through‐10 Strateggy for Subtracction Exp ploring Rectan ngles, Fact Wh heels, and Cooins Unit 3 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
19 Days 1 1 1 1 1 1 2 1 1 1 1 1 2 4
18 Days 2 1 1 1 1 1 1 1 1 1 1 2 4
Grrade 2
Unit 4 4‐1 4‐2 4‐3 4‐4 4‐5 4‐6 4‐7 4‐8 4‐9 4‐10 4‐11 4‐12
Placce Value and Measurement Cloccks and Tellin ng Time Tellling Time to the Nearest 5‐Minutes A.M M. and P.M. Num meration and d Place Value Usin ng Place Valu ue to Compare e Numbers Usin ng Base‐10 Bllocks to Show w a Number Playying Target How w Big is a Foo ot? The e Inch The e Centimeter Mattching Facts w with Strategie es, Measuringg a Path, Explloring Arrays Unit 4 Progress C Check
Unit 5 5‐1 5‐2 5‐3 5‐4 5‐5 5‐6 5‐7 5‐8 5‐9 5‐10 5‐11 5‐12
ditional practice, differentiation, and innstruction opp portunities Add Mid ddle‐of‐Year A Assessment Add dition and Subtraction Playying Beat the Calculator Usin ng Coins to Buy Things Cou unting Up with Money Coin Calculations Exp ploring Arrays, Time, and Shapes Mentally Addingg and Subtracting 10 and 1100 Ope en Number Liines Chaange‐to‐More e Number Sto ories Parts‐and‐Total Number Stories Chaange Numberr Stories Add ding Multidigiit Numbers Unit 5 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
18 Days 1 1 1 1 1 2 1 1 1 1 1 2 4
2 Days
18 Days 1 1 1 1 1 1 1 1 1 1 2 2 4
Grrade 2
Unit 6 6‐1 6‐2 6‐3 6‐4 6‐5 6‐6 6‐7 6‐8 6‐9 6‐10 6‐11
Wh hole Number Operations aand Number SStories Rep presenting Daata: Pockets Com mparison Num mber Stories Inte erpreting Num mber Stories Animal Number Stories Two o‐Step Number Stories Reccording Addition Strategiess Partial‐Sums Add dition, Part 1 Partial‐Sums Add dition, Part 2 Sub btracting with h Base‐10 Bloccks Exp ploring Arrays, Length, and d Shapes Unit 6 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
Unit 7 7‐1 7‐2 7‐3 7‐4 7‐5 7‐6 7‐7 7‐8 7‐9 7‐10
Wh hole Number Operations aand Measurem ment and Daata Playying Hit the TTarget Fou ur or More Ad ddends Playying Basketba all Addition Measuring with Yards Measuring with Meters Gen nerating Dataa: Standing Jumps and Arm m Spans Rep presenting Daata: Standing Jumps Rep presenting Daata: Arm Span ns Exp ploring Shape Attributes, G Graphs, and M Measurementts Unit 7 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
Unit 8 8‐1 8‐2 8‐3 8‐4 8‐5 8‐6 8‐7 8‐8 8‐9 8‐10 8‐11 8‐12
Geo ometry and A Arrays Attrributes of 2‐D Dimensional SShapes Playying Shape Ca apture Com mparing Trian ngles, Pentago ons, and Hexaagons Draawing and Reaasoning Abou ut Quadrilaterrals Attrributes of 3‐D Dimensional SShapes Partitioning Recttangles, Part 1 Partitioning Recttangles, Part 2 Equ ual‐Groups an nd Array Num mber Stories More Equal Grou ups and Arrayys Playying Array Co oncentration Exp ploring Mystery Shapes, Po olygons, and EEqual Parts Unit 8 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
18 Days 1 1 1 1 1 1 1 1 2 1 2 5 18 Days 1 2 1 1 1 1 1 1 1 2 5 18 Days 1 1 1 2 1 1 1 1 1 1 1 2 4 Grrade 2
Unit 9 9‐1 9‐2 9‐3 9‐4 9‐5 9‐6 9‐7 9‐8 9‐9 9‐10 9‐11 9‐12
Equ ual Shares and Whole Num mber Operatiions Creating and Naming Equal Parts Exp ploring Equal SShares, Pattern‐Block Fracctions, and Nu umber Lines Shaaring Muffins Fracctional Units of Length Revviewing Place Value Exp pand‐and‐Trad de Subtractio on, Part 1 Exp pand‐and‐Trad de Subtractio on, Part 2 Equ uivalent Mone ey Amounts Estiimating Costss Con nnecting Doub bles Facts, Evven Numbers,, and Equal Groups Multiples of 10 aand 5 Unit 9 Progress C Check
20 Days 1 1 2 1 1 1 1 1 2 1 1 2
Add ditional practice, differentiation, and innstruction opp portunities
5
End d‐of‐Year Assessment
2 Days
Total dayys for instrucctional lesson ns Total dayys for additio onal practice and instructiion Total dayys for assessm ment TOTAL IN NSTRUCTIONAL DAYS
1 108 39 23 1 170
Days Days Days Days
Grrade 2
Everyday Mathematiics 4 Grade 3 3 Instructional Pacing Reccommendatio ons This sugge ested pacing for Everyday Mathematicss, Grade 3 suppports 3–4 leessons each w week and one unit every 3–5 5 weeks. This allows time ffor additional practice, diffferentiation, and instructiion opportunities such as exxtra games prractice, Differrentiation Options, Englishh Learners and Differentiattion Support,, projects, aand reinforce ement. Use th his pacing to h help ensure inn‐depth coveerage of all Grrade 3 Common Core State e Standards ffor Mathemattics in a total of 170 instruuctional days. This pacin ng is designed d for flexibilityy and depth. YYou will havee flexibility so o you can exteend a lesson if discussion n has been ricch or if studen nts’ understandings are inncomplete. Yo ou can add a d day for “journ nal fix‐ up” or forr differentiation—to provid de an Enrichm ment activity to every stud dent, for exam mple—or for games. There willl also be time e to accommo odate outside e mandates, ddistrict initiatiives, and speccial projects. This pacin ng also gives yyou time to go deep, to cre eate a classrooom culture tthat values an nd supports productivve struggle. Yo ou can expectt your studen nts to do theirr own thinkin ng, to solve prroblems they have not been shown how tto solve, to make connections betweenn concepts and proceduress, to explain ttheir eating such a classroom cu ulture takes time, but it’s w what thinking, aand to understand others’’ thinking. Cre the Comm mon Core askss you to do in n its Standards for Mathem matical Practicce—and the pacing of Everyda ay Mathemattics 4 is designed to give you the time yyou’ll need. Begginning‐of‐Year Assessmen nt Unit 1 1‐1 1‐2 1‐3 1‐4 1‐5 1‐6 1‐7 1‐8 1‐9 1‐10 1‐11 1‐12 1‐13 1‐14
Math Tools, Tim me, and Multiplication Num mber Grids Intrroducing the SStudent Reference Book Too ols for Mathem matics Num mber Lines an nd Rounding Tim me How w Long is a M Morning? Scaled Bar Graph hs Multiplication Sttrategies Intrroducing Divission Fou undational Maath Facts The e Length‐of‐Day Project Exp ploring Mass, Equal Shares, and Equal G Groups Measuring Masss Unit 1 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
1 Day 20 Dayss 1 1 1 1 1 2 1 1 1 1 1 1 1 2 4
Grrade 3
Unit 2 2‐1 2‐2 2‐3 2‐4 2‐5 2‐6 2‐7 2‐8 2‐9 2‐10 2‐11 2‐12 2‐13 Unit 3 3‐1 3‐2 3‐3 3‐4 3‐5 3‐6 3‐7 3‐8 3‐9 3‐10 3‐11 3‐12 3‐13 3‐14
Num mber Stories and Arrays Exte ended Facts: Addition and d Subtraction Num mber Stories More Number Sttories Multistep Numb ber Stories, Paart 1 Multistep Numb ber Stories, Paart 2 Equ ual Groups Multiplication Arrrays Pictturing Division Modeling Divisio on Playying Division A Arrays Frames and Arro ows Exp ploring Fractio on Circles, Liq quid Volume, and Area Unit 2 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
19 Dayss 1 1 1 1 1 1 1 2 1 1 1 1 2 4
Ope erations "What's My Rule e?" Estiimating Costss Partial‐Sums Add dition Column Addition n Cou unting‐Up Sub btraction Exp pand‐and‐Trad de Subtractio on Exp ploring Bar Graphs, Area, and Partitioninng Rectangless Scaled Picture Graphs Exp ploring Multip plication Squaares The e Commutativve Property of Multiplicati on Add ding a Group Sub btracting a Group Equ uivalent Name es Unit 3 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
21 Dayss 1 2 1 1 1 1 1 1 1 1 1 1 1 2 5
Grrade 3
Unit 4 4‐1 4‐2 4‐3 4‐4 4‐5 4‐6 4‐7 4‐8 4‐9 4‐10 4‐11 4‐12 4‐13
Unit 5 5‐1 5‐2 5‐3 5‐4 5‐5 5‐6 5‐7 5‐8 5‐9 5‐10 5‐11 5‐12
Measurement and Geometryy Measuring with a Ruler App plication: Line e Plots Exp ploring Measu ures of Distan nce and Compparisons of Mass Polyygon Review Spe ecial Quadrilaterals Perimeter Are ea and Perime eter Are ea and Compo osite Units Num mber Sentencces for Area o of Rectangles Playying The Area a and Perimetter Game Building a Rabbitt Pet Recctilinear Figurres Unit 4 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities Mid ddle‐of‐Year A Assessment Fracctions and M Multiplication Strategies Exp ploring Equal P Parts, Fractio ons of Differennt Wholes, an nd Area Rep presenting Fraactions Equ uivalent Fractions Reccognizing Help per Facts Multiplication Faact Strategiess: Doubling, PPart 1 Multiplication Faact Strategiess: Doubling, PPart 2 Pattterns in Products Find ding Missing Factors Multiplication Faact Strategiess: Near Squarees Buttton Dolls: Solving a Numb ber Story Multiplication Faact Strategiess: Break‐Apartt Strategy Unit 5 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
20 Dayss 1 1 1 1 1 1 1 1 1 1 2 1 2 5
2 Dayss
18 Dayss 1 1 1 1 1 1 1 1 1 2 1 2 4
Grrade 3
Unit 6 6‐1 6‐2 6‐3 6‐4 6‐5 6‐6 6‐7 6‐8 6‐9 6‐10 6‐11 ` Unit 7 7‐1 7‐2 7‐3 7‐4 7‐5 7‐6 7‐7 7‐8 7‐9 7‐10 7‐11 7‐12 7‐13
Mo ore Operation ns Trade‐First Subtrraction Playying Baseball Multiplicatio on Takking Inventoryy of Known Faact Strategiess Fact Power and B Beat the Calcculator Exp ploring Geome etry Problems, Measurem ment Data, and d Polygons Multiplication an nd Division Diiagrams Multiplication w with Larger Facctors Num mber Sentencces with Parentheses Wriiting Numberr Stories Ord der of Operations Num mber Models for Two‐Step p Number Stoories Unit 6 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
18 Dayss 1 1 1 1 1 1 1 1 2 1 1 2 4
Fracctions Liqu uid Volume Exp ploring Arrays, Volume, and d Equal Sharees Num mber Stories with Measure es Fracction Strips Fracctions on a Number Line, P Part 1 Fracctions on a Number Line, P Part 2 Com mparing Fracttions Find ding Rules forr Comparing FFractions Locating Fraction ns on Numbe er Lines Justtifying Fractio on Compariso ons Fracctions in Num mber Stories Fracctions of Collections Unit 7 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
20 Dayss 1 1 1 1 1 1 1 2 1 1 1 1 2 5
Grrade 3
Unit 8 8‐1 8‐2 8‐3 8‐4 8‐5 8‐6 8‐7 8‐8 8‐9
Multiplication and Division Measuring to the e Nearest 1///4 Inch Exte ended Facts: Multiplication and Divisio n Num mber Stories with Measure es Settting Up Chairrs Playying Factor Biingo Shaaring Money Exp ploring Numbe er Lines, Fracctions, and Arrea Soliid Shapes Unit 8 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
14 Dayss 1 1 1 2 1 1 1 1 2 3
Unit 9 9‐1 9‐2 9‐3 9‐4 9‐5 9‐6 9‐7 9‐8
Multidigit Operaations Playying Product P Pile‐Up Multiply and Divvide with Multiples of 10 Usin ng Mental Maath to Multip ply Exp ploring Elapsed Time, Squares, and Brid ges Multidigit Multip plication Paccking Apples The e Length‐of‐Day Project, Re evisited Unit 9 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
13 Dayss 1 1 1 1 1 2 1 2 3
End d‐of‐Year Assessment Total dayys for instrucctional lesson ns Total dayys for additio onal practice and instructiion Total dayys for assessm ment TOTAL IN NSTRUCTIONAL DAYS
3 Dayss
1 107 37 26 1 170
Days Days Days Days
Grrade 3
Everyday Mathematiics 4 Grade 4 4 Instructional Pacing Reccommendatio ons This sugge ested pacing for Everyday Mathematicss, Grade 4 suppports 3–4 leessons each w week and one unit every 3–5 5 weeks. This allows time ffor additional practice, diffferentiation, and instructiion opportunities such as exxtra games prractice, Differrentiation Options, Englishh Learners and Differentiattion Support,, projects, aand reinforce ement. Use th his pacing to h help ensure inn‐depth coveerage of all Grrade 4 Common Core State e Standards ffor Mathemattics in a total of 170 instruuctional days. This pacin ng is designed d for flexibilityy and depth. YYou will havee flexibility so o you can exteend a lesson if discussion n has been ricch or if studen nts’ understandings are inncomplete. Yo ou can add a d day for “journ nal fix‐up” or for differentiation—to provide an Enrichment activvity to every sstudent, for eexample—or ffor e time to acco ommodate ouutside mandaates, district initiatives, and additional games. Therre will also be special projects. This pacin ng gives you time to go dee ep, to create a classroom cculture that vvalues and supports produ uctive struggle. YYou can expe ect your stude ents to discuss and compa re their thinkking with classsmates, to so olve problems they have no ot been show wn how to solvve, to make cconnections b between conccepts and es, and to refflect on what they are learning. Creatin g such a classsroom culturee takes time, but procedure it’s what tthe Common Core asks you to do in its Standards foor Mathematical Practice— —and the paciing of Everyda ay Mathemattics 4 is designed to give you the time yyou’ll need. Be eginning‐of‐Y Year Assessme ent Unit 1 1‐1 1‐2 1‐3 1‐4 1‐5 1‐6 1‐7 1‐8 1‐9 1‐10 1‐11 1‐12 1‐13 1‐14
Pla ace Value; M Multidigit Addition and Sub btraction Plaace Value in W Whole Numbers Plaace‐Value Concepts Fo ormal Procedu ures for Roun nding Inttroduction to o the Student Reference Boook Estimation Straategies Gu uide to Solving Number Sto ories U.S. Traditional Addition Cracking the Muffin Code U.S. Traditional Subtraction U.S. Customaryy Units of Length Po oints, Line Seggments, Liness, and Rays An ngles, Triangle es, and Quadrilaterals Fin nding Perimeters of Squares and Recta ngles Un nit 1 Progresss Check Ad dditional pracctice, differen ntiation, and i nstruction op pportunities
1 Day 21 Days 1 1 1 1 1 1 1 2 1 1 1 1 1 2 5 Grrade 4
Unit 2 2‐1 2‐2 2‐3 2‐4 2‐5 2‐6 2‐7 2‐8 2‐9 2‐10 2‐11 2‐12 2‐13 2‐14 Unit 3 3‐1 3‐2 3‐3 3‐4 3‐5 3‐6 3‐7 3‐8 3‐9 3‐10 3‐11 3‐12 3‐13 3‐14
Multiplication and Geometry quare Number Patterns Sq Arrea Formula for Rectangless Factors and Facctor Pairs Multiples Prime and Com mposite Numb bers Litttle and Big Un nits of Time Multiplicative C Comparisons Multiplicative C Comparison N Number Storiees Claassifying Triangles Claassifying Quadrilaterals Fin nding Line Symmetry Fin nding the Pattern Un nit 2 Progresss Check Ad dditional pracctice, differen ntiation, and i nstruction op pportunities
20 Days 1 1 1 1 1 2 1 1 1 1 1 1 1 2 4
Fra actions and D Decimals Eq qual Sharing aand Equivalen nce Fraaction Circless and Equivale ence Nu umber Lines aand Equivalen nce An n Equivalent FFractions Rule e Ve eggie Pizzas Co omparing Fracctions Co omparing and d Ordering Fraactions Modeling Tenth hs with Fractiion Circles Modeling Decim mals with Basse‐10 Blocks Te enths and Hun ndredths Te enths and Hun ndredths of a Meter Te enths of a Cen ntimeter Co omparing Deccimals Un nit 3 Progresss Check Ad dditional pracctice, differen ntiation, and i nstruction op pportunities
21 Days 1 1 1 1 2 1 1 1 1 1 1 1 1 2 5
Grrade 4
Unit 4 4‐1 4‐2 4‐3 4‐4 4‐5 4‐6 4‐7 4‐8 4‐9 4‐10 4‐11 4‐12 4‐13 4‐14
Multidigit Multtiplication Exxtended Multiiplication Faccts Making Reason nable Estimate es for Produccts Paartitioning Recctangles Co onverting Liqu uid Measuress Walking Away w with a Million n Dollars Inttroducing Parrtial‐Productss Multiplicatioon Metric Units off Mass Money Number Stories Paartial‐Productts Multiplicatiion Multiplication W Wrestling Arrea Models fo or Rectangles and Rectilineear Figures Multistep Multiplication Number Stories Lattice Multiplication nit 4 Progresss Check Un Ad dditional pracctice, differen ntiation, and i nstruction op pportunities
21 Days 1 1 1 1 2 1 1 1 1 1 1 1 1 2 5
Middle‐of‐Yearr Assessmentt Fra actions and M Mixed‐Number Computattion; Measureement Fraaction Decom mposition Th he Whole for Fractions Ad dding Fraction ns Ad dding Mixed N Numbers Ad dding Tenths and Hundred dths Qu ueen Arlene’ss Dilemma Su ubtracting Fraactions Su ubtracting Mixxed Numberss Lin ne Plots: Fractional Units Ro otations and Iterating Anglles Un nit Iteration fo or Angles Creating Symm metric Figures More Multistep p Multiplicatio on Number SStories nit 5 Progresss Check Un Ad dditional pracctice, differen ntiation, and i nstruction op pportunities
1 Day
Unit 5 5‐1 5‐2 5‐3 5‐4 5‐5 5‐6 5‐7 5‐8 5‐9 5‐10 5‐11 5‐12 5‐13 5‐14
21 Days 1 1 1 1 1 2 1 1 1 1 1 1 1 2 5
Grrade 4
Unit 6 6‐1 6‐2 6‐3 6‐4 6‐5 6‐6 6‐7 6‐8 6‐9 6‐10 6‐11 6‐12 6‐13 6‐14
Unit 7 7‐1 7‐2 7‐3 7‐4 7‐5 7‐6 7‐7 7‐8 7‐9 7‐10 7‐11 7‐12 7‐13 7‐14
Division; Angle es Exxtended Divisiion Facts Arrea: Finding M Missing Side Lengths Strategies for D Division Paartial‐Quotien nts Division, P Part 1 Fruit Baskets Cu ustomary Unitts of Weight Paartial‐Quotien nts Division, P Part 2 Exxpressing and Interpreting Remainders Measuring Anggles Ussing a Half‐Cirrcle Protracto or An ngle Measures as Additive Nu umber Storiess with Fractio ons and Mixedd Numbers Exxtending Unde erstandings o of Whole‐Num mber Multiplication Un nit 6 Progresss Check Ad dditional pracctice, differen ntiation, and i nstruction op pportunities Multiplication of a Fraction by a Whole N Number; Meeasurement onverting Liqu uid Measuress: U.S. Custom mary Units Co Exxploring Fraction Multiplicaation Situatioons A Fraction as a Multiple of a Unit Fractionn Multiplying Fractions by Wh hole Numberss Multiplying Mixxed Numberss by Whole Nuumbers Th hree‐Fruit Salaad Multistep Division Number SStories Division Measu urement Num mber Stories Ge enerating and d Identifying P Patterns So olving Multiste ep Fraction N Number Storiees Weights of Statte Birds De ecimal Numbe er Stories Displaying Insect Data nit 7 Progresss Check Un Ad dditional pracctice, differen ntiation, and i nstruction op pportunities
21 Days 1 1 1 1 2 1 1 1 1 1 1 1 1 2 5
21 Days 1 1 1 1 1 2 1 1 1 1 1 1 1 2 5
Grrade 4
Unit 8 8‐1 8‐2 8‐3 8‐4 8‐5 8‐6 8‐7 8‐8 8‐9 8‐10 8‐11 8‐12 8‐13 8‐14
Fra action Operaations; Appliccations Exxtending Multtistep Numbe er Stories Re eal‐Life Angle Measures ass Additive Paattern‐Block A Angles Exxtending Line Symmetry Lin ne Plots: 1//2 2, 1//4, and 1///8 Inches Fraactions and P Perimeter More Decimal N Number Storiies Arreas of Rectan ngles with Fraactional Side Lengths More Fraction Multiplication n Number Stoories Fraactions and LLiquid Measurres Fraactions and M Measurementt Ap pplying Underrstandings of Place Value aand Operatio ons Many Names fo or Numbers nit 8 Progresss Check Un Ad dditional pracctice, differen ntiation, and i nstruction op pportunities En nd‐of‐Year Asssessment
20 Days 1 1 2 1 1 1 1 1 1 1 1 1 1 2 4 2 Days
Total dayys for instrucctional lesson ns Total dayys for additio onal practice and instructiion Total dayys for assessm ment TOTAL IN NSTRUCTIONAL DAYS
112 38 20 170
Grrade 4
Days Days Days Days
Everyday Mathematiics 4 Grade 5 5 Instructional Pacing Reccommendatio ons This sugge ested pacing for Everyday Mathematicss, Grade 5 suppports 3–4 leessons each w week and one unit every 3–5 5 weeks. This allows time ffor additional practice, diffferentiation, and instructiion opportunities such as exxtra games prractice, Differrentiation Options, Englishh Learners and Differentiattion Support,, projects, aand reinforce ement. Use th his pacing to h help ensure inn‐depth coveerage of all Grrade 5 Common Core State e Standards ffor Mathemattics in a total of 170 instruuctional days. This pacin ng is designed d for flexibilityy and depth. YYou will havee flexibility so o you can exteend a lesson if discussion n has been ricch or if studen nts’ understandings are inncomplete. Yo ou can add a d day for “journ nal fix‐up” or for differentiation—to provide an Enrichment activvity to every sstudent, for eexample—or ffor e time to acco ommodate ouutside mandaates, district initiatives, and additional games. Therre will also be special projects. This pacin ng gives you time to go dee ep, to create a classroom cculture that vvalues and supports produ uctive struggle. YYou can expe ect your stude ents to discuss and compa re their thinkking with classsmates, to so olve problems they have no ot been show wn how to solvve, to make cconnections b between conccepts and es, and to refflect on what they are learning. Creatin g such a classsroom culturee takes time, but procedure it’s what tthe Common Core asks you to do in its Standards foor Mathematical Practice— —and the paciing of Everyda ay Mathemattics 4 is designed to give you the time yyou’ll need. Begginning‐of‐Year Assessmen nt Unit 1 1‐1 1‐2 1‐3 1‐4 1‐5 1‐6 1‐7 1‐8 1‐9 1‐10 1‐11 1‐12 1‐13
Are ea and Volum me Intrroduction to tthe Student R Reference Boook Are ea of a Rectan ngle, Part 1 Quilt Area Are ea of a Rectan ngle, Part 2 Intrroduction to V Volume Exp ploring Nonstaandard Volum me Units Measuring Volum me by Counting Cubes Measuring Volum me by Iteratin ng Layers Two o Formulas fo or Volume Visu ualizing Volum me Units Volume Explorattions Playying Prism Pille‐Up Unit 1 Progress C Check ditional practice, differentiation, and innstruction opp portunities Add
1 Day y 19 Day ys 1 1 2 1 1 1 1 1 1 1 1 1 2 4
Grrade 5
Unit 2 2‐1 2‐2 2‐3 2‐4 2‐5 2‐6 2‐7 2‐8 2‐9 2‐10 2‐11 2‐12 2‐13 2‐14 Unit 3 3‐1 3‐2 3‐3 3‐4 3‐5 3‐6 3‐7 3‐8 3‐9 3‐10 3‐11 3‐12 3‐13 3‐14 3‐15
Wh hole Number Place Value aand Operatio ons Und derstanding P Place Value Exp ponents and P Powers of 10 App plying Powerss of 10 U.S. Traditional M Multiplication n, Part 1 U.S. Traditional M Multiplication n, Part 2 App plication: Unitt Conversionss U.S. Traditional M Multiplication n, Part 3 U.S. Traditional M Multiplication n, Part 4 One e Million Tapss A M Mental Divisio on Strategy Revviewing Partiaal‐Quotients D Division Straategies for Ch hoosing Partiaal Quotients Inte erpreting the Remainder Unit 2 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
20 Day ys 1 1 1 1 1 1 1 1 2 1 1 1 1 2 4
Fracction Concep pts, Addition aand Subtracttion Con nnecting Fracttions and Divvision, Part 1 Con nnecting Fracttions and Divvision, Part 2 App plication: Inte erpreting Rem mainders Fracctions on a Number Line Gam me Strategiess Fracction Estimattion with Num mber Sense Fracction Estimattion with Bencchmarks Ren naming Fractions and Mixe ed Numbers Intrroduction to A Adding and Su ubtracting Fraactions and M Mixed Numbeers Exp ploring Additio on of Fraction ns with Unlikee Denominato ors Playying Fraction Capture Solvving Fraction Number Storries Fracction‐Of Prob blems, Part 1 Fracction‐Of Prob blems, Part 2 Unit 3 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
22 Day ys 1 1 1 1 2 1 1 1 1 1 1 1 1 1 2 5
Grrade 5
Unit 4 4‐1 4‐2 4‐3 4‐4 4‐5 4‐6 4‐7 4‐8 4‐9 4‐10 4‐11 4‐12 4‐13 4‐14 4‐15
Unit 5 5‐1 5‐2 5‐3 5‐4 5‐5 5‐6 5‐7 5‐8 5‐9 5‐10 5‐11 5‐12 5‐13 5‐14 5‐15
Deccimal Concep pts; Coordinatte Grids Deccimal Place Vaalue Rep presenting De ecimals through Thousand ths Rep presenting De ecimals in Exp panded Form Com mparing and O Ordering Decimals Rou unding Decim mals Intrroduction to tthe Coordinatte System Playying Hidden TTreasure Solvving Problems on a Coordiinate Grid, Paart 1 Solvving Problems on a Coordiinate Grid, Paart 2 Fold der Art Add dition and Sub btraction of D Decimals withh Hundredthss Grids Deccimal Addition n Algorithms Deccimal Subtraction Algorithm ms Add dition and Sub btraction of M Money Unit 4 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities Mid ddle‐of‐Year A Assessment Ope erations with h Fractions Usin ng Equivalentt Fractions to Find Commoon Denominators More Strategies for Finding C Common Denoominators Add dition of Fracttions and Mixxed Numbers Sub btraction of Frractions and Mixed Numb ers Con nnecting Fracttion‐Of Problems to Multi plication Multiplication off Fractions an nd Whole Num mbers Fracctions of Fracctions Are ea Models for Fraction Multiplication Und derstanding aan Algorithm ffor Fraction M Multiplication n Shaaring Breakfasst Exp plaining the Eq quivalent Fractions Rule Fracction Multipliication Numb ber Stories Fracction Division n, Part 1 Fracction Division n, Part 2 Unit 5 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities
22 Day ys 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 5
1 Day y
22 Day ys 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 5
Grrade 5
Unit 6 6‐1 6‐2 6‐3 6‐4 6‐5 6‐6 6‐7 6‐8 6‐9 6‐10 6‐11 6‐12 6‐13 6‐14
Unit 7 7‐1 7‐2 7‐3 7‐4 7‐5 7‐6 7‐7 7‐8 7‐9 7‐10 7‐11 7‐12 7‐13 7‐14
Inve estigations in n Measureme ent; Decimal Multiplicatio on and Divisio on Multiplying and Dividing Deciimals by Pow ers of 10 Playying Exponent Ball App plication: Con nverting Meassurements in the Metric Syystem Line e Plots Wo orking with Daata in Line Plo ots App plying Volume e Concepts Measuring Volum me by Displaccement Estiimating Decim mal Products and Quotientts Multiplication off Decimals Fun ndraising Division of Decim mals by Whole Numbers Division of Decim mals by Decim mals App plication: Estimating Your Reaction Tim me Unit 6 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities Multiplication o of Mixed Num mbers; Geomeetry; Graphs Multiplication off Mixed Numbers, Part 1 Multiplication off Mixed Numbers, Part 2 Recctangles with Fractional Sid de Lengths Usin ng Common D Denominatorrs for Fractionn Division A Hierarchy of Triangles A Hierarchy of Q Quadrilaterals Playying Propertyy Pandemoniu um A Hierarchy of Polygons Collecting and Using Fractional Data Iden ntifying and V Visualizing Patterns Rule es, Tables, an nd Graphs, Paart 1 Rule es, Tables, an nd Graphs, Paart 2 Old Faithful's Ne ext Eruption Check Unit 7 Progress C ditional practice, differentiation, and innstruction opp portunities Add
20 Day ys 1 1 1 1 1 1 1 1 1 2 1 1 1 2 4
21 Day ys 1 1 1 1 1 1 1 2 1 1 1 1 1 2 5
Grrade 5
Unit 8 8‐1 8‐2 8‐3 8‐4 8‐5 8‐6 8‐7 8‐8 8‐9 8‐10 8‐11 8‐12 8‐13
App plications of M Measuremen nt, Computation, and Grap phing Plan nning an Athletic Center App plying the Recctangle Method for Area Plan nning an Aquarium A Treasure Huntt Spe ending $1,000 0,000 Earning $1,000,0 000 Payying Off the National Debt A Fo ootstep Problem Find ding Your Heaart Rate Find ding Your Carrdiac Output Pen ndulums, Partt 1 Pen ndulums, Partt 2 Unit 8 Progress C Check Add ditional practice, differentiation, and innstruction opp portunities End d‐of‐Year Assessment
Total dayys for instrucctional lesson ns Total dayys for additio onal practice and instructiion Total dayys for assessm ment TOTAL IN NSTRUCTIONAL DAYS
20 Day ys 1 1 1 2 1 1 1 1 1 1 1 1 2 5 2 Day ys
113 37 20 170
Grrade 5
Days Days Days Days
Everyday Mathematiics 4 Grade 6 6 Instructional Pacing Reccommendatio ons This sugge ested pacing for Everyday Mathematicss, Grade 6 suppports 3–4 leessons each w week and one unit every 3–5 5 weeks. This allows time ffor additional practice, diffferentiation, and instructiion opportunities such as exxtra games prractice, Differrentiation Options, Englishh Learners and Differentiattion Support,, projects, aand reinforce ement. Use th his pacing to h help ensure inn‐depth coveerage of all Grrade 6 Common Core State e Standards ffor Mathemattics in a total of 170 instruuctional days. This pacin ng is designed d for flexibilityy and depth. YYou will havee flexibility so o you can exteend a lesson if discussion n has been ricch or if studen nts’ understandings are inncomplete. Yo ou can add a d day for “journ nal fix‐up” or for differentiation—to provide an Enrichment activvity to every sstudent, for eexample—or ffor e time to acco ommodate ouutside mandaates, district initiatives, and additional games. Therre will also be special projects. This pacin ng gives you time to go dee ep, to create a classroom cculture that vvalues and supports produ uctive struggle. YYou can expe ect your stude ents to discuss and compa re their thinkking with classsmates, to so olve problems they have no ot been show wn how to solvve, to make cconnections b between conccepts and es, and to refflect on what they are learning. Creatin g such a classsroom culturee takes time, but procedure it’s what tthe Common Core asks you to do in its Standards foor Mathematical Practice— —and the paciing of Everyda ay Mathemattics 4 is designed to give you the time yyou’ll need. Begginning‐of‐Year Assessmen nt Unit 1 1‐1 1‐2 1‐3 1‐4 1‐5 1‐6 1‐7 1‐8 1‐9 1‐10 1‐11 1‐12 1‐13 1‐14 1‐15
Datta and Numbe er Systems Exp ploring Statistical Question ns Creating Dot Plo ots Intrroducing the Mean Intrroducing Meaan as a Balanccing Point Com mparing Mean, Median, an nd Mode Anaalyzing Persuaasive Graphs Intrroducing Histo ograms Examining Shape es of Graphs Anaalyzing Data— —Open Response Intrroducing Integgers Building a Numb ber Line Usingg Fraction Striips Find ding Fractionss between Fractions Locating Negativve Rational Nu umbers on thhe Number Line Plottting Ordered d Pairs of Ratiional Numberrs in 4 Quadraants Unit 1 Progress C Check & Open n Response A Assessment ditional practice, differentiation, and innstruction opp portunities Add
1 Day 2 23 Days 1 1 1 1 1 1 1 1 2 1 1 1 1 1 2 6 Grrade 6
Unit 2 2‐1 2‐2 2‐3 2‐4 2‐5 2‐6 2‐7 2‐8 2‐9 2‐10 2‐11 2‐12 2‐13 2‐14 2‐15
Unit 3 3‐1 3‐2 3‐3 3‐4 3‐5 3‐6 3‐7 3‐8 3‐9 3‐10 3‐11 3‐12 3‐13 3‐14 3‐15
Fracction Operations and Ratiios The e Greatest Common Factorrs The e Least Comm mon Multipless Fracction Multipliication on a N Number Line Fracction Multipliication with M Models and D Diagrams Com mparing Strattegies for Multiplying Fracttions Dividing Fraction ns with Comm mon Denominnators Exp ploring Relatio onships in Fraaction Divisionn Usin ng Reciprocalls to Divide Frractions Intrroducing Ratio os Ratio Models: Taape Diagramss Equ uivalent Ratio os Blue eberry Blast— —Open Respo onse Usin ng Ratio/Rate e Tables Graaphing Ratios Unit 2 Progress C Check & Cumulative Revieew ditional practice, differentiation, and innstruction opp portunities Add Deccimal Operatiions and Perccent Placce Value and Expanded Fo orm with Deciimals The e Density of R Rational Numb bers Revviewing Decim mal Addition aand Subtracti on Revviewing Decim mal Multiplicaation U.S. Traditional LLong Division with Whole Numbers Exp ploring Long D Division with D Decimals Exp ploring Peruvian Flutes—O Open Responsee Intrroducing Perccent Find ding Percentss Percents as Ratio os Exp ploring Percen nt Problem‐So olving Strateggies Intrroducing Box Plots Making Box Plots and Findingg Interquartilee Range Com mparing Data Representations Unit 3 Progress C Check & Open n Response A Assessment ditional practice, differentiation, and innstruction opp portunities Add
2 22 Days 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 5
2 23 Days 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 6
Grrade 6
Unit 4 4‐1 4‐2 4‐3 4‐4 4‐5 4‐6 4‐7 4‐8 4‐9 4‐10 4‐11 4‐12 4‐13 4‐14 4‐15
Unit 5 5‐1 5‐2 5‐3 5‐4 5‐5 5‐6 5‐7 5‐8 5‐9 5‐10 5‐11 5‐12 5‐13
Algebraic Expresssions and Eq quations ponents, and Calculators Parentheses, Exp Solvving Problems with Order of Operationns Exp pressions and Patterns Rep presenting Un nknown Quan ntities with Allgebraic Expreessions Exp ploring Equations Disttributive Prop perty and Equ uivalent Expreessions App plying Propertties of Arithm metic The e Banquet Tab ble—Open Reesponse Intrroduction to Inequalities Find ding and Grap phing Solution Sets of Ineqqualities Ineq qualities to Represent Reaal‐World Situaations Abssolute Value aas Distance Abssolute Value Mean Absolute D Deviation Check & Cumulative Revieew Unit 4 Progress C ditional practice, differentiation, and innstruction opp portunities Add Mid ddle‐of‐Year A Assessment Are ea and Volum me Exploration ns Polyygons on a Co oordinate Grid Are ea of Parallelo ograms Are ea of Triangless Com mposing and Decomposingg Polygons too Find Area 3‐D D Shapes with Nets Usin ng Nets to Fin nd Surface Arrea Solvving Surface A Area Problem ms Com mparing Areas—Open Resp ponse Straategies for Fin nding Volume e Volume with Fraactions Calcculating the V Volume of a P Person Are ea versus Volu ume Unit 5 Progress C Check & Open n Response A Assessment ditional practice, differentiation, and innstruction opp portunities Add
2 22 Days 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 5
1 Day
2 21 Days 1 1 1 1 1 1 1 2 1 1 1 1 2 6
Grrade 6
Unit 6 6‐1 6‐2 6‐3 6‐4 6‐5 6‐6 6‐7 6‐8 6‐9 6‐10 6‐11 6‐12
Unit 7 7‐1 7‐2 7‐3 7‐4 7‐5 7‐6 7‐7 7‐8 7‐9 7‐10 7‐11 7‐12
Equ uivalent Expre essions and SSolving Equattions Find ding Solutions with Trial an nd Error Solu ution Sets Usin ng Bar Modells to Solve Equations Solvving Simple Equations with h a Pan Balannce‐Part 1 Solvving Simple Equations with h a Pan Balannce‐Part 2 Com mbining Like TTerms Gen nerating Equivvalent Expresssions and Eqquations T‐Sh hirt Cost Estim mates—Open n Response Revversing Operaations Building and Solvving Equation ns with the Paan‐Balance M Model Com mparing Multtiple Strategie es for Solving Equations Unit 6 Progress C Check & Cumulative Revieew ditional practice, differentiation, and innstruction opp portunities Add Varriables and Allgebraic Relationships Ineq qualities and Mystery Num mbers Making Healthy Choices Com mputer Spreadsheets Usin ng Spreadshe eets to Solve P Problems Unit Rate Compaarisons Marathons and M Measures Water‐Saving Plaan—Open Ressponse Con nnecting Equaations, Tabless, and Graphss Inde ependent and d Dependent Variables Inve estigating Chaange Mysstery Graphs Unit 7 Progress C Check & Open n Response A Assessment ditional practice, differentiation, and innstruction opp portunities Add
1 19 Days 1 1 1 1 1 1 1 2 1 1 1 2 5
1 19 Days 1 1 1 1 1 1 2 1 1 1 1 2 5
Grrade 6
Unit 8 8‐1 8‐2 8‐3 8‐4 8‐5 8‐6 8‐7 8‐8 8‐9 8‐10
App plications: Raates, Expressions, and Equ uations Incrreasing Garde en Production n Plan nning an Art G Gallery Wall Enlaarging Artwork Modeling the Plaanets in the SSolar System Pop pulation Denssity Mobiles and Mathematics Nam ming Patternss with Algebraaic Expressio ns—Open Ressponse Antthropometry Plan nning a Trip Unit 8 Progress C Check & Cumulative Revieew ditional practice, differentiation, and innstruction opp portunities Add End d‐of‐Year Assessment
1 17 Days 1 1 1 1 1 1 2 1 1 2 5
2 Day
Total dayys for instrucctional lesson ns Total dayys for additio onal practice and instructiion Total dayys for assessm ment TOTAL IN NSTRUCTIONAL DAYS
1 107 43 20 1 170
Days Days Days Days
Grrade 6