Math+Curriculum

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__**McGraw Hill Year Long Plan 5dp:**__

Math Word Wall: https://www.mheonline.com/mhmymath/pdf/G2_Building_Text.pdf

McGraw Hill Vocab Cards: https://www.mheonline.com/mhmymath/pdf/G3_Building_Vocab.pdf

Malden Public Schools New MATH Series: https://www.mheonline.com/mhmymath/ Alignment to Common Core: https://www.mheonline.com/mhmymath/pdf/mh_my_math_scope_and_sequence.pdf

__**Math Resources for ELLs:**__

__**Bilingual Content Area Glossaries**:__ http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm

__**Glencoe Multilingual Glossaries:**__ http://glencoe.com/apps/eGlossary612/mlg/mlg.php?letter=M&site=1&language=

__**McGraw Hill Math Academic Vocabulary Cards for ELLs WIDA Standard: Language of Mathematics**__ https://www.mheonline.com/mhmymath/pdf/ell-strategies.pdf

__**Math Leveled Readers:**__ https://www.mheonline.com/mhmymath/pdf/mymath_leveled_readers.pdf

https://www.mheonline.com/mhmymath/pdf/collaboritive-conversations.pdf __**McGraw Hill Math Center Routine Resource**__: https://www.mheonline.com/mhmymath/pdf/math-centers-routines.pdf

__**McGraw Hill Year Long Plan 5dp:**__ __**McGraw Hill Math Graphic Organizers**__ __**McGraw Hill Technology Resources for Teachers:**__
 * **Grade** || **Math Vocabulary Cards:** ||
 * K || https://www.mheonline.com/mhmymath/pdf/GK_Building_Vocabulary_Text.pdf ||
 * 1 || https://www.mheonline.com/mhmymath/pdf/G1_Building_Language_Text.pdf ||
 * 2 || https://www.mheonline.com/mhmymath/pdf/G2_Building_Text.pdf ||
 * 3 || https://www.mheonline.com/mhmymath/pdf/G3_Building_Vocab.pdf ||
 * 4 || https://www.mheonline.com/mhmymath/pdf/G4_Building_language.pdf ||
 * 5 || https://www.mheonline.com/mhmymath/pdf/G5_Building_Language.pdf ||
 * K || https://www.mheonline.com/mhmymath/pdf/Grade%20K,%20Chapter%204,%20Foldable.pdf ||
 * 1 || https://www.mheonline.com/mhmymath/pdf/Grade%201,%20Chapter%208,%20Foldable.pdf ||
 * 2 || https://www.mheonline.com/mhmymath/pdf/Grade%202,%20Chapter%208,%20Foldable.pdf ||
 * 3 || https://www.mheonline.com/mhmymath/pdf/Grade%203,%20Chapter%201,%20Foldable.pdf ||
 * 4 || https://www.mheonline.com/mhmymath/pdf/Grade%204,%20Chapter%209,%20Foldable.pdf ||
 * 5 || https://www.mheonline.com/mhmymath/pdf/Grade%205,%20Chapter%201,%20Foldable.pdf ||

__**Online PARCC Math Resources:**__
 * Grade level ||  ||
 * 3 || http://www.parcconline.org/samples/mathematics/grade-3-mathematics

http://www.parcconline.org/samples/mathematics/grade-3-mathematics-number-line ||
 * 4 || http://www.parcconline.org/samples/mathematics/grade-4-mathematics

http://www.parcconline.org/sites/parcc/files/Grade4-FractionComparison.pdf || = Math Vocabulary = http://www.aea1.k12.ia.us/en/curriculum_instruction_and_assessment/math/english_language_learner_supports/math_vocabulary/


 * WIDA Standards: The Language of Mathematics, Resources for content area teachers **
 * Math Visual Dictionary ** : []

MATH Sample Pacing Guides USING Common Core: http://bpsmathematics.weebly.com/uploads/1/0/1/3/10131776/pacing_calendar_math_grade_3_2013-2014.pdf Math Glossaries http://www.glencoe.com/apps/eGlossary612/landing.php
 * Math Bilingual Glossaries: Approved for MCAS**
 * [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Arabic"]][|Arabic] || [|Chinese Simplified] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Chinese simplified"]] || [|Chinese Traditional] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Chines traditional"]] ||
 * [|HaitianCreole] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Haitian Creole"]] | [|Hindi] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="grades 3-5 Hindu"]] || [|Korean] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Grades 3-5 Korean"]] (265 KB) | [|Punjabi] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Punjabi"]] || [|Romanian] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Romanian"]]| [|Russian] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Russian"]] ||
 * [|Spanish] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Spanish"]]| [|Tibetan] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Tibetan"]] || [|Ukranian] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Ukranian"]] | [|Urdu] [[image:http://www.p12.nysed.gov/biling/images/pdf-icon.gif caption="Math 3-5 Urdu"]] ||  ||

http://www.parcconline.org/mcf/mathematics/parcc-model-content-frameworks-browser


 * GRADE 3 Common Core Math Units: **
 * Resource for lesson planning and lesson delivery**

http://www.engageny.org/video-library?f[0]=im_field_grade%3A2&f[1]=im_field_subject%3A19
 * Video Resources and Key shifts in Common Core:**

**Grade 3 Module 1:** Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10 This 25-day module begins the year by building on students’ fluency with addition and knowledge of arrays.

 [|Math] and [|Operations & Algebraic Thinking]  **Module 1:** http://www.engageny.org/sites/default/files/resource/attachments/g3-m1-full-module.pdf

** Grade 3 Module 2: Place Value and Problem Solving with Units of Measure ** Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction. The module begins with plenty of hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units. Estimation naturally surfaces through application; this transitions students into rounding. In the module’s final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable. [|Grade 3 Module 2 (Full Module - PDF)] http://www.engageny.org/sites/default/files/resource/attachments/math-g3-m2-full-module.pdf
 * Module 2:**

Grade 3 Mathematics Module 5: Fractions as Numbers on the Number Line In this 35-day Grade 3 module, students extend and deepen second grade practice with “equal shares” to understanding fractions as equal partitions of a whole (** 2.G.3 **). Their knowledge becomes more formal as they work with area models and the number line. [|Grade 3 Mathematics Module 5: Fractions as Numbers on the Number Line] http://www.engageny.org/sites/default/files/resource/attachments/g3-m5-full-module.pdf http://www.engageny.org/resource/common-core-video-series-grade-3-module-5-mathematics-example-of-instruction
 * Module 5:**

Video: http://www.engageny.org/resource/common-core-video-series-grade-3-module-5-mathematics-application-example


 * = [|K] ||= 1 ||= 2 ||= 3 ||= 4 ||= 5 ||= 6 ||= 7 ||= 8 || [|CC: Counting and Cardinality] ||
 * = [|K] ||= [|1] ||= [|2] ||= [|3] ||= [|4] ||= [|5] ||= 6 ||= 7 ||= 8 || [|OA: Operations and Algebraic Thinking] ||
 * = [|K] ||= [|1] ||= [|2] ||= [|3] ||= [|4] ||= [|5] ||= 6 ||= 7 ||= 8 || [|NBT: Number and Operations in Base Ten] ||
 * = K ||= 1 ||= 2 ||= [|3] ||= [|4] ||= [|5] ||= 6 ||= 7 ||= 8 || [|NF: Number and Operations - Fractions] ||
 * = [|K] ||= [|1] ||= [|2] ||= [|3] ||= [|4] ||= [|5] ||= 6 ||= 7 ||= 8 || [|MD: Measurement and Data] ||
 * = [|K] ||= [|1] ||= [|2] ||= [|3] ||= [|4] ||= [|5] ||= [|6] ||= [|7] ||= [|8] || [|G: Geometry] ||



[|Long Multiplication] ||^  || [|Long Division] ||^  ||
 * ===How to do add, subtract, multiply and divide ... === ||
 * [[image:http://www.mathsisfun.com/numbers/images/40x40-add.gif caption="add" link="http://www.mathsisfun.com/numbers/addition.html"]] || [|Addition] || [[image:http://www.mathsisfun.com/images/art/sage-multiply.gif]] ||
 * [[image:http://www.mathsisfun.com/numbers/images/40x40-sub.gif caption="Subtract" link="http://www.mathsisfun.com/numbers/subtraction.html"]] || [|Subtraction] ||^  ||
 * [[image:http://www.mathsisfun.com/numbers/images/40x40-mult.gif caption="Multiply" link="http://www.mathsisfun.com/tables.html"]] || [|Multiplication]
 * [[image:http://www.mathsisfun.com/numbers/images/40x40-div.gif caption="Divide" link="http://www.mathsisfun.com/numbers/division.html"]] || [|Division]

[|Estimation Tips and Tricks] [|Visual Estimation] [|Estimation Games] ||  || [|Ordering Decimals] [|Ordering Games] ||  ||
 * ===More about add, subtract, multiply and divide ... === ||
 * || [|Word Questions] ||  ||
 * || [|How to Add and Subtract Positive and Negative Numbers] ||  ||
 * || [|Casey Runner] ||  ||
 * || [|Multiplying Positive and Negative Numbers] ||  ||
 * || [|Order of Operations - BODMAS], or [|PEMDAS] ||  ||
 * || [|Associative, Commutative and Distributive Laws] ||  ||
 * ===How to work with Decimals ... === ||
 * 1.25 || [|Decimals Menu] ||  ||
 * ===How to work with Percentages ... === ||
 * [[image:http://www.mathsisfun.com/images/style/percent.gif]] || [|Percentages Menu] ||  ||
 * ===How to work with Fractions ... === ||
 * [[image:http://www.mathsisfun.com/images/fractions/pie-4-8.jpg]] |||| [|Fractions Menu] ||
 * ===How to Estimate answers ... === ||
 * ? || [|Introduction to Estimation]
 * ===How to work with Fractions ... === ||
 * [[image:http://www.mathsisfun.com/images/fractions/pie-4-8.jpg]] |||| [|Fractions Menu] ||
 * ===<span style="color: #6600cc; font-family: Verdana,sans-serif; font-size: 16px;">How to Estimate answers ... === ||
 * ? || [|Introduction to Estimation]
 * ===<span style="color: #6600cc; font-family: Verdana,sans-serif; font-size: 16px;">How to Estimate answers ... === ||
 * ? || [|Introduction to Estimation]
 * ===<span style="color: #6600cc; font-family: Verdana,sans-serif; font-size: 16px;">How to put numbers in Order ... === ||
 * 1,2,3 || [|Ordering Numbers]
 * 1,2,3 || [|Ordering Numbers]
 * ===<span style="color: #6600cc; font-family: Verdana,sans-serif; font-size: 16px;">Algebra, the next step after Numbers ... === ||
 * [[image:http://www.mathsisfun.com/algebra/images/algebra.jpg]] |||| [|Algebra Menu] ||
 * ===<span style="color: #6600cc; font-family: Verdana,sans-serif; font-size: 16px;">Special Numbers ... === ||
 * |||| [|Cardinal, Ordinal and Nominal Numbers] ||
 * |||| [|π] [| (Pi)], [|e (Euler's Number)], [|Phi (The Golden Ratio)] ||
 * |||| [|Binary Numbers], [|Hexadecimal Numbers] ||
 * |||| [|π] [| (Pi)], [|e (Euler's Number)], [|Phi (The Golden Ratio)] ||
 * |||| [|Binary Numbers], [|Hexadecimal Numbers] ||