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**Math in Focus™ and the Common Core Standards Draft Alignment Guide
**

Grades K to 5 Chapter Overview and Outline to Core Standards Draft

The Common Core State Standards for Mathematics is an initiative towards more focused grade level standards. The research base used to guide the core standards draft noted conclusions from TIMSS, where Singapore has been a top scoring nation for 15 years. Apparent in the TIMSS and other studies of high-performing countries are a more coherent and focused curriculum.

™

Mathematics | Kindergarten

In Kindergarten, instructional time should focus on two critical areas: (1) representing, comparing and ordering whole numbers and joining and separating sets; (2) describing shapes In Kindergarten, instructional time should focus on two critical to number than to other topics. and space. More learning time in Kindergarten should be devotedareas: (1) representing, comparing and ordering whole numbers and joining andincluding written(2) describing represent quantities and learning time in Kindergarten (1) Students use numbers, separating sets; numerals, to shapes and space. More to solve should be devoted to number than to other topics. a set; creating a set with a given number of quantitative problems, such as counting objects in (1) Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, objects; comparing and ordering sets or numerals; and modeling simple joining and separating such as counting objects in a set; creating a set with a given number of objects; comparing and ordering sets or situations with modeling simple joining and separating situations with objects.for answering combine, and apply numerals; and objects. They choose, combine, and apply effective strategies They choose, quantitative questions, answering quickly recognizing theincluding quicklysmall sets of the cardinalities of small sets effective strategies for including quantitative questions, cardinalities of recognizing objects, countingcounting and producinggivenof given sizes, counting the number of objects in combined sets, or counting th objects, and producing sets of sets sizes, counting the number of objects in combined sets, or countingof objects that remain in a set after someset after some are taken away. number the number of objects that remain in a are taken away. (2) Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and (2) Students describe their physical world using geometric ideas (e.g., shape, orientation, vocabulary. They identify, name, and describe basic shapes, such as basic shapes, such as squares, spatial relations) and vocabulary. They identify, name, and describesquares, triangles, circles, rectangles, (regular) hexagons, and (isosceles) trapezoids, hexagons, and (isosceles) trapezoids, presented in a variety triangles, circles, rectangles, (regular)presented in a variety of ways (e.g., with different sizes or orientations), as we as three-dimensional shapes such as spheres, cubes, and cylinders. They use basic shapes and spatial reasoning to of ways (e.g., with different sizes or orientations), as well as three-dimensional shapes such as model objects in their environment and to construct more complex shapes. spheres, cubes, and cylinders. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes. Common Core State Standards for Mathematics Draft: www.corestandards.org

© Copyright 2009 National Governors Association and Council of Chief State School Officers.

**Math in Focus Grade K
**

The key ideas in the Common Core Standards are to read and write numbers, compare, and understand situations that involve putting together and taking apart numbers as well as recognizing the geometric world we live in. All of these are central to Math in Focus. Every topic listed in the standards is covered, including composing and decomposing numbers, comparing, and sorting. The addition and subtraction stories and equations are at the end of Math in Focus so it will be important to make sure teachers complete the book. Critical chapters: All

1

T

The following is a guide identifying the critical chapters of Math in Focus—the U.S. Edition of Singapore’s most widely-used program, My Pals are Here! Maths —and their alignment to the March 9, 2010 public draft of the Common Core Standards for Mathematics. The grade level standards overviews from the public draft are cited along with the key chapters from Math in Focus that correspond to these topics and concepts.

Mathematics | Grade 1

In Grade 1, instructional time should focus on and subtractions (1) developing understanding of addition, addition, subtraction, and strategies for additionsfour critical areas:within 20; (2) developing understanding subtraction, and strategies for additions and subtractions withinones,(2) developing understanding of whole number of whole number relationships, including grouping in tens and 20; (3) developing understanding of linear relationships, including grouping in tens and composing and decomposing geometric shapes. measurement and measuring lengths, and (4)ones, (3) developing understanding of linear measurement and measuring lengths, and (4) composing and decomposing geometric shapes. (1) Students develop strategies for adding and subtracting whole numbers based on their prior work (1) Students develop strategies for adding and subtracting whole numbers based on their prior work with small with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to cubeslengths), to to form―put together/take “put together/take apart,” “add to,” “take from,” and “compare” form connected model lengths), to model apart,‖ ―add to,‖ ―take from,‖ and ―compare‖ situations to develop situationsfor the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with meaning to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understandand addition and subtraction (i.e., adding two is these operations. Students understand connections between counting connections between counting and the same as counting on (i.e., They two is the same addition (commutativity and associativity) to add whole addition and subtraction two).addinguse properties of as counting on two). They use properties of addition numbers and to create and use increasingly sophisticated and to create and use increasingly (e.g., ―making (commutativity and associativity) to add whole numbers strategies based on these propertiessophisticated tens‖) to solve addition and these properties (e.g., “making By comparing addition of solution strategies, children build strategies based onsubtraction problems within 20. tens”) to solve a variety and subtraction problems within 20. their understanding a the inverse relationship between addition and subtraction. By comparing ofvariety of solution strategies, children build their understanding of the inverse relationship (2) Students compare and order whole numbers (at least to 100), to develop understanding of and solve problems between addition and subtraction. involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially (2) Students compare and recognizing the numbers 11 to order whole numbersten and some ones).develop understanding of and solve of the 19 as composed of a (at least to 100), to They understand the sequential order problems numbers and their relative magnitudes through activities such as representing100 in terms paths ofand counting involving their relative sizes. They think of whole numbers between 10 and numbers on of tens ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). They understand the numbered things. sequential order of the counting numbersof the meaning and processes of measurement, including representing (3) Students develop an understanding and their relative magnitudes through activities such as underlying concepts such as partitioning (the mental numbers on paths of numbered things. activity of decomposing the length of an object into equal-sized units) and transitivity (e.g., develop an understanding ofA is longer than object B andof measurement, including C, then (3) Students in terms of length, if object the meaning and processes object B is longer than object object A is longer than objectpartitioning (the mental activity of decomposing theof units,of an use rulers and other underlying concepts such as C). They understand linear measure as an iteration length and object into measurement tools with that understanding. equal-sized units) and transitivity (e.g., in terms of length, if object A is longer than object B and object B is (4) Students compose and decompose plane and solid figures (e.g., put two congruent isosceles triangles together longer than object C, then object A is longer than object C). They understand linear measure as an iteration of to make a rhombus), building understanding of part-whole relationships as well as the properties of the original and units, and use rulers and other measurement tools with that understanding. composite shapes. As they combine solid and plane figures, they recognize them from different perspectives and (4) Students compose and decompose plane and solid figures (e.g., put two congruent isosceles triangles orientations, describe their geometric attributes, and determine how they are alike and different, to develop the together to make a rhombus), buildinginitial understandings of properties such as congruence and symmetry. background for measurement and for understanding of part-whole relationships as well as the properties

of the original and composite shapes. As they combine solid and plane figures, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry. Common Core State Standards for Mathematics Draft: www.corestandards.org

© Copyright 2009 National Governors Association and Council of Chief State School Officers.

In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of

™

**Math in Focus Grade 1
**

There is a direct correlation between these topics and Math in Focus. Every detail matches up, especially the focus on numbers. There are minor details such as use of greater and lesser symbols and fractions that are not in Math in Focus. But the big four topics—adding and subtracting whole numbers, place value and comparing numbers to 100, meaning of measurement, and composing and decomposing shapes—are covered completely and thoroughly. There are a few areas where Math in Focus goes further than the Core Standards Draft. While the standards call for strategies and practice with addition and subtraction facts to 20, Math in Focus expects mastery. Students work with hundreds, as well as tens and ones.

2

Critical chapters: 2, 3, 4, 5, 7, 8, 9, 12, 13, 14, 15, 16, 17

Common Core State Standards | Mathematics | Grade 1 12

Mathematics | Grade 2

InIn Grade 2, instructional time should focus on three critical areas: (1) developing understanding of baseGrade 2, instructional time should focus on three critical areas: (1) developing understanding of base-ten notation; (2) developing fluency with additions andand subtractions within and fluency with multi-digit addition and ten notation; (2) developing fluency with additions subtractions within 20 20 and fluency with multi-digit subtraction; subtraction; and (3) describing shapes. addition and and (3) describing and analyzingand analyzing shapes. (1) Students develop an understanding of the base-ten system (at least toto 1000).Their understanding of the base(1) Students develop an understanding of the base-ten system (at least 1000). Their understanding ten system includes ideas of counting in units (twos, fives, and tens) and multiples of hundreds, tens, and ones, as of the base-ten system includes ideas of counting in units (twos, fives, and tens) and multiples of hundreds, well as number relationships, including comparing and ordering. They understand multi-digit numbers (up to 1000) tens, and ones, as well as number relationships, including comparing and ordering. They understand multiwritten in base-ten notation, recognizing that the digits in each place represent thousands, hundreds, tens, or ones digit numbers (up to 1000) 5 tens +in base-ten notation, recognizing that the digits in each place represent (e.g., 853 is 8 hundreds + written 3 ones). thousands, hundreds, tens, or ones (e.g.,of addition to develop fluency 3 ones). (2) Students use their understanding 853 is 8 hundreds + 5 tens + with additions and subtractions within 20. They solve arithmetic problems by applying their understanding of models for additionand subtractions(such as (2) Students use their understanding of addition to develop fluency with additions and subtraction within combining or arithmetic problems by applying their understanding of models for addition and subtraction 20. They solveseparating sets or using number lines that begin with zero), relationships and properties of numbers, and properties of addition. They sets or using number lines that begin with zero), relationships and properties (such as combining or separatingdevelop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of two-digit whole numbers. They select and accurately apply methods that are appropriate for of numbers, and properties of addition. They develop, discuss, and use efficient, accurate, and generalizable the context and the sums and differences of two-digit whole numbers. They select and accurately apply methods to computenumbers involved to mentally calculate sums and differences. They develop fluency with efficient procedures, including standard algorithms, for adding and subtracting whole numbers; understand and explain why methods that are appropriate for the context and the numbers involved to mentally calculate sums and the procedures work based on their understanding of base-ten notation and properties of operations; and use them to differences. They develop fluency with efficient procedures, including standard algorithms, for adding and solve problems. subtracting whole numbers; analyze shapes by examining their sides and angles.based on their understanding of and (3) Students describe and understand and explain why the procedures work Students investigate, describe, base-ten notation and properties of operations; and use them to solve problems. building, drawing, and analyzing reason about decomposing and combining shapes to make other shapes. Through (3) Students describe and analyze shapes by examining their for understanding attributes of two- and two- and three-dimensional shapes, students develop a foundationsides and angles. Students investigate, threedimensional reason about decomposing and combining shapes to make other shapes. Through building, describe, andspace such as area and volume, and properties such as congruence and symmetry that they will learn about in and grades. drawing, lateranalyzing two- and three-dimensional shapes, students develop a foundation for understanding

attributes of two- and three-dimensional space such as area and volume, and properties such as congruence and symmetry that they will learn about in later grades. Common Core State Standards for Mathematics Draft: www.corestandards.org

© Copyright 2009 National Governors Association and Council of Chief State School Officers.

**Math in Focus Grade 2
**

Grade 2 also matches up exceedingly well with the Core Standards Draft. Number is especially well covered, including both the standard algorithm and the mental strategies. The properties and application of addition and subtraction match up exceedingly well. There are minor details such as time duration and the inclusion of rhombuses that are missing in Math in Focus, but the big ideas in measurement—use of metric and customary units to measure length, and recognition of plane figures—are covered. There are a few topics in which Math in Focus goes further than the standards. As stated previously, Math in Focus expects mastery of basic addition and subtraction facts to 20 in first grade. Also, Math in Focus introduces multiplication and division, and the learning of certain facts in second grade, while the standards ask for this in third grade. Critical chapters: 1, 2, 3, 4, 7, 11, 12, 13, 14, 17, 19

Common Core State Standards | Mathematics | Grade 2

15

3

Mathematics | Grade 3

In In Grade 3, instructional time should focus on four critical areas: (1) developing understanding multiplication Grade 3, instructional time should focus on four critical areas: (1) developing understanding of and division and strategies for and strategies for multiplication and division within 100; (2) developingfractions, of multiplication and division multiplication and division within 100; (2) developing understanding of starting with unit fractions; (3) developing understanding of the structure of rectangular the structure of understanding of fractions, starting with unit fractions; (3) developing understanding of arrays and of area; and (4) describing and analyzing area; and (4) describing and analyzing division, and fractions are the most important rectangular arrays and oftwo-dimensional shapes. Multiplication,two-dimensional shapes. Multiplication, developments in Grade 3. division, and fractions are the most important developments in Grade 3. (1) Students develop an understanding of the meanings of multiplication and division of whole numbers through the (1) Students develop an understanding of the use of representations such as equal-sized groups, meanings ofmodels, and equal jumps on of wholelines for arrays, area multiplication and division number numbers through the useandrepresentations such as equal-sized groups, arrays, area models, and equal jumps onnumbers of successive subtraction, partitioning, and sharing for division. Through this process, multiplication; number lines foron new meaningand successive subtraction, partitioning, and sharing for division. Through a number themselves take multiplication; and are no longer only counters for single objects. They represent groups, this process, numbers themselves take on newor a comparative factor (3 times as long). for single objects. of groups (for example, 3 teams of 6 people), meaning and are no longer only counters Students use groups, a of operations to calculate products of whole people), or a comparative factor They represent propertiesnumber of groups (for example, 3 teams of 6 numbers. They use increasingly sophisticated strategies based on (3 times as long). these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution operations to calculate products of whole numbers. They use increasingly division. Students use properties of strategies, students learn the inverse relationship between multiplication and (2) Students develop an understanding of a definition of a fraction, beginning with unit fractions. They use fractions sophisticated strategies based on these properties to solve multiplication and division problems involving to represent parts of a whole or distances on a number line that begins with zero. Students understand that the size of single-digit factors. By comparing a variety of solution strategies, students learn the inverse relationship a fractional part is relative to the size of the whole (for example, ¼ of a mile is longer than ¾ of a foot, even though between multiplication and division. ¼ < ¾), and they are able to use fractions to represent numbers equal to, less than, and greater than one. They solve (2) Students develop an understanding of a definition of a fraction, beginning with unit fractions. They problems that involve comparing and ordering fractions using by models or strategies based on noticing common use fractions todenominators. of a whole or distances on a number line that begins with zero. Students numerators or represent parts understand thatrecognizeof a fractional part is relative to the size regions. They(for example, ¼ of a mile be quantified (3) Students the size area as an attribute of two-dimensional of the whole understand that area can is by finding the of a number of same-size ¾), of they are able to use fractions to represent numbers equal They longer than ¾ totalfoot, even though ¼ <unitsandarea required to cover the shape without gaps or overlaps. to, understand that a 1-unit by 1-unit square is the standard unit for comparing and ordering fractions using rectangular less than, and greater than one. They solve problems that involvemeasuring area. Students understand that by arrays can be decomposed on identical rows or into identical denominators. models or strategies based intonoticing common numerators orcolumns. By decomposing rectangles into rectangular arrays of squares,recognizeconnect an attribute ofto the area model used to represent multiplication, and they use this (3) Students students area as area measure two-dimensional regions. They understand that area can connection to justify using multiplication to determine the area of a rectangle. Students contrast area with perimeter. be quantified by finding the total number of same-size units of area required to cover the shape without gaps (4) Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify the or overlaps. They understand that a 1-unit by 1-unit square is the standard unit for measuring area. Students shapes by their sides and angles, and connect these with definitions of shapes. Students investigate, describe, and understand that rectangularand combining decomposedmake identical rows or Through building, drawing, and reason about decomposing arrays can be polygons to into other polygons. into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area measure to the area twoanalyzing two-dimensional shapes, students deepen their understanding of attributes and properties of model used to represent multiplication, and they use this connection to justify using multiplication to determine the dimensional objects.

area of a rectangle. Students contrast area with perimeter. (4) Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify the shapes by their sides and angles, and connect these with definitions of shapes. Students investigate, describe, and reason about decomposing and combining polygons to make other polygons. Through building, drawing, and analyzing two-dimensional shapes, students deepen their understanding of attributes and properties of two-dimensional objects. Common Core State Standards for Mathematics Draft: www.corestandards.org

™

© Copyright 2009 National Governors Association and Council of Chief State School Officers.

**Math in Focus Grade 3
**

Grade 3 is particularly well aligned with Core Standards Draft. The focus of Math in Focus and the standards is in the following areas: multiplication and division, fractions, area, and classification of plane shapes. Unit fractions and equivalent fractions are covered extensively, as are the properties of multiplication. The number line plays a prominent role in the teaching of fractions. There is nothing missing from the third grade Math in Focus. Math in Focus does include more measurement than is asked for in the standards, including volume and mass. In addition, Math in Focus teaches the multiplication facts for 6, 7, 8, and 9, which the standards call for in fourth grade.

Common Core State Standards | Mathematics | Grade 3

4

Critical chapters: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 18, 19

18

Mathematics | Grade 4

InIn Grade 4, instructional time should focus on fourcritical areas: (1) continuing to develop understanding and Grade 4, instructional time should focus on four critical areas: (1) continuing to develop fluency with whole number multiplication, and developing understanding of multi-digit whole number division; (2) and fluency with whole number multiplication, and developing understanding of multi-digit whole number developing developing an understanding of addition and of fractions with like denominators, multiplication of division; (2) an understanding of addition and subtraction subtraction of fractions with like denominators, fractions by whole numbers, and division of and division of with fractional with fractional answers; (3) multiplication of fractions by whole numbers,whole numbers whole numbers answers; (3) developing an understanding of area; and (4) understanding that geometric figures can be analyzed and classified using properties such as having developing an understanding of area; and (4) understanding that geometric figures can be analyzed and classified parallel sides, perpendicular sides, particular angle measures, and symmetry. using properties such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. (1) Students use understandings of multiplication to develop fluency with multiplication and division within 100. They apply their understanding of models for multiplication (equal-sized groups, arrays, area models, equal intervals (1) Students use understandings of multiplication to develop fluency with multiplication and division within 100. They apply their understanding properties for operations, in particular the distributive property, as they develop, on a number line), place value, and of models of multiplication (equal-sized groups, arrays, area models, equal intervalsanda number line), place value, and propertiesmethods to compute products of multi-digit whole numbers. discuss, on use efficient, accurate, and generalizable of operations, in particular the distributive property, Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multiproducts or mentally calculate products. They develop context, they select and accurately apply appropriate digit whole numbers. Depending on the numbers and thefluency with efficient procedures, including the standard algorithm, for multiplying whole numbers; understand and explain why the procedures work based on place methods to estimate products or mentally calculate products. They develop fluency with efficient procedures, value and properties of operations; and use them to solve problems. Students apply their understanding of models including the standard algorithm, for multiplying whole numbers; understand and explain why the procedures for division, place value, properties of operations, and the relationship of division to multiplication as they develop, work based on place value and properties of operations; and use them to solve problems. Students apply their discuss, and use efficient, accurate, and generalizable procedures to find quotients involving multi-digit dividends. understanding of models for division, place value, properties of operations, and the relationship of division to They select and accurately apply appropriate methods to estimate quotients and mentally calculate quotients, multiplication as they develop, discuss, and use efficient, accurate, and generalizable procedures to find quotients depending upon the context and the numbers involved. involving multi-digit dividends. They select and accuratelyfractions. They apply their understandings of fractions as (2) Students develop understanding of operations with apply appropriate methods to estimate quotients and mentally calculate quotients, depending upon the context and the numbers involved. built from unit fractions, and use fraction models to represent the addition and subtraction of fractions with like denominators. Students use the meaning of fractions withthe meaning of multiplication to understand and explain (2) Students develop understanding of operations and fractions. They apply their understandings of why the procedure forunit fractions, and use fraction models to representsense. They understand and explain the fractions as built from multiplying a fraction by a whole number makes the addition and subtraction of connection between division and fractions. fractions with like denominators. Students use the meaning of fractions and the meaning of multiplication to (3) Students explain their understanding of area. They understand and apply the area formula for They understand and develop why the procedure for multiplying a fraction by a whole number makes sense. rectangles and also find areas of shapes that can be decomposed into rectangles. They select appropriate units, strategies (e.g., understand and explain the connection between division and fractions. decomposing shapes), and tools for solving problems that involve estimating and measuring area. (3) Students develop (4) Students describe, their understandingandarea. They understand andshapes.the area formula fordrawing, and analyze, compare, of classify two-dimensional apply Through building, rectangles and also find areas of shapes that can be decomposed into rectangles. They select appropriate units, strategies analyzing two-dimensional shapes, students deepen their understanding of properties of two-dimensional objects and (e.g.,use of them to shapes), and tools for solving problems that involve estimating and measuring area. the decomposing solve problems involving symmetry.

(4) Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional shapes, students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry. Common Core State Standards for Mathematics Draft: www.corestandards.org

© Copyright 2009 National Governors Association and Council of Chief State School Officers.

**Math in Focus Grade 4
**

Similar to previous grades, Math in Focus has a very high correlation with the standards for this grade level. The focus of both the standards and Math in Focus is on multiplication and division, including multi-digit multiplication, deepening of fractional understanding (including equivalent fractions), and addition and subtraction of fractions, as well as understanding of decimals. It also includes understanding of angles, area, and perimeter formulas and line symmetry. Math in Focus goes somewhat further in that multiplication facts were memorized in third grade, not fourth. Also, there are a few multiplication problems that involve 2-digit by 3-digit problems. Addition and subtraction of fractions goes further than required and addition and subtraction of decimals is included in Math in Focus. Both of these are included in the fifth grade standards. Also, rotational as well as line symmetry is taught. Critical chapters include: 1, 2, 3, 4, 6, 7, 9, 10, 11, 12, 13

Common Core State Standards | Mathematics | Grade 4 22

5

Mathematics | Grade 5

Grade 5, instructional time should focus on four critical areas: (1) developing fluency with addition and In In Grade 5, instructional time should focus on four critical areas: (1) developing fluency with addition subtraction of fractions, developing understanding of the multiplication of fractions and of division of fractions in and subtraction of fractions, developing understanding of the multiplication of fractions and of division of limited cases (fractions divided by whole numbers and whole numbers divided by unit fractions); (2) developing fractions in limited cases (fractions divided by whole numbers and whole numbers divided by unit fractions); understanding of and fluency with division of multi-digit whole numbers; (3) developing understanding (2) developing understanding of and fluency with division of multi-digit whole numbers; (3) developing of and fluency with addition, subtraction, multiplication, and division of decimals; and (4) developing understanding of volume. understanding of and fluency with addition, subtraction, multiplication, and division of decimals; and (4) (1) Students apply their understanding of fractions and fraction models to represent the addition and subtraction of developing understanding of volume. fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in (1) Students apply their understanding of fractions and fraction models to them. Students also use the calculating sums and differences of fractions, and make reasonable estimates of represent the addition and meaning subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They to of fractions, of multiplication and division, and the inverse relationship between multiplication and division develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. is limited understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this to the case of use the fractions by whole numbers and whole numbers by and the inverse Students also dividingmeaning of fractions, of multiplication and division,unit fractions.) relationship (2) Students develop fluency with division of whole explain why the procedures for multiplying and between multiplication and division to understand andnumbers; understand why procedures work based on the meaning fractions make sense. (Note: this is of operations; caseuse dividing fractions to solve problems. Based on the dividing of base-ten notation and properties limited to the and of these procedures by whole numbers and context of a problem situation, they whole numbers by unit fractions.) select the most useful form of the quotient for the answer and interpret it appropriately. (2) Students develop fluency with division of whole numbers; understand why procedures work based on (3) Students apply their understandings of models for decimals, decimal notation, and properties of operations to the meaning of base-ten notation and properties of operations; and use these procedures to solve problems. compute sums and differences of finite decimals. They develop fluency in these computations, and make reasonable Based on thetheir results. Students situation, they selectbetween decimals and fractions, as well as the relationship estimates of context of a problem use the relationship the most useful form of the quotient for the answer and interpret it decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole between finite appropriately. (3) Students apply their explain why the procedures for multiplying and notation, and properties of number), to understand and understandings of models for decimals, decimaldividing finite decimals make sense. They compute products and quotients of finite decimals efficiently and accurately. operations to compute sums and differences of finite decimals. They develop fluency in these computations, (4) Students recognize volume their results. of three-dimensional space. between decimals and fractions, and make reasonable estimates ofas an attributeStudents use the relationshipThey understand that volume can be quantified by finding the total number of same-size units of volume required to fill the space without gaps or overlaps. as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an They understand that a is a whole number), to understand and explain why the procedures for multiplying appropriate power of 101-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They and dividing finite decimals make sense. They compute products and quotients of finite decimals efficiently decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed and accurately. into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes to solve (4) Students recognize volume as an attribute of three-dimensional space. They understand that volume problems. can be quantified by finding the total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes to solve problems.

Common Core State Standards for Mathematics Draft: www.corestandards.org

© Copyright 2009 National Governors Association and Council of Chief State School Officers.

™

**Math in Focus Grade 5
**

Grade 5 standards are very comprehensive and parallel Math in Focus priorities. These include long division, four operations with fractions and decimals, understanding of the algorithms, volume, dot plots, and the coordinate grid in the first quadrant. Every key topic is covered. However, in Grade 5, Math in Focus does contain a number of topics that are in the sixth grade Core Standards Draft. These include ratios, percents, area of triangles (including non-right triangles), algebraic expressions, and surface area. This can prepare students for an accelerated program, but it will need careful planning to ensure that teachers and students are not overwhelmed by it.

6

Critical chapters: 1, 2, 3, 4, 8, 9, 11, 14, 15

Common Core State Standards | Mathematics | Grade 5 26

© Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 03/10 RR-6019 Math in Focus™ is a trademark of Times Publishing Limited.

™

800.289.4490 www.hmheducation.com/mathinfocus

Singapore Math: Math in Focus™ and the Common Core Standards Draft Alignment Guide Grades K to 5
Core Standards Draft The Common Core State Standards for Mathematics is an initiative towards more ...

Singapore Math: Math in Focus™ and the Common Core Standards Draft Alignment Guide Grades K to 5

Core Standards Draft The Common Core State Standards for Mathematics is an initiative towards more focused grade level standards.

Core Standards Draft The Common Core State Standards for Mathematics is an initiative towards more focused grade level standards.

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