Math

(Each IXL activity contains an example problem and a video demonstrating how to solve a problem.)

(Each IXL activity contains an example problem and a video demonstrating how to solve a problem.)

• H.3 Subtract decimal numbers SC8 

• T.5 Add and subtract decimals: word problems 6HP 

• I.11 Multiply decimals and whole numbers: word problems 83A 

• I.16 Multiply two decimals: products up to hundredths FLL 

• J.12 Divide by decimals 8FT

(Each IXL activity contains an example problem and a video demonstrating how to solve a problem.)

• Z.1 Is it a polygon? ZH6

• Z.2 Number of sides in polygons 4Z2

• Z.3 Regular and irregular polygons UHC

• AA.1 Acute, obtuse, and right triangles N77

• AA.2 Scalene, isosceles, and equilateral triangles R94

• AA.3 Classify triangles C64

• AA.5 Identify parallelograms AJB

(Each IXL activity contains an example problem and a video demonstrating how to solve a problem.)

Customary Units

• Y.1 Choose the appropriate customary unit of measure UDF 

• Y.2 Compare and convert customary units of length 7E8

• Y.3 Compare and convert customary units of weight XST

• Y.4 Compare and convert customary units of volume 96B (see King Gallon)

• Y.5 Compare and convert customary units 8DZ

• Y.6 Conversion tables - customary units 7HU

• Y.7 Compare customary units by multiplying WU8 

• Y.9 Convert mixed customary units E8E

• Y.11 Multi-step problems with customary unit conversions MJ9

Metric Units

• Y.12 Choose the appropriate metric unit of measure S9U 

• Y.13 Compare and convert metric units of length 8MZ

• Y.14 Compare and convert metric units of weight TM9

• Y.15 Compare and convert metric units of volume 27C

• Y.16 Compare and convert metric units PJL

• Y.17 Convert metric units involving decimals 2Q8 

• Y.18 Conversion tables - metric units 7QS

• Y.21 Multi-step problems with metric unit conversions X5T

• Y.22 Multi-step problems with customary or metric unit conversions ST6 

Customary Conversions

• solve real-life conversion story problems.

• Some problems should include converting within the customary measurement system from larger to smaller and smaller to larger units using the same units. (e.g., linear- 12 in to 1 ft)

• Some problems should involve measurement

• assess the reasonableness of the answer using estimation.

Metric Conversions

• solve real-life conversion story problems. 

• Some problems should include converting within the metric measurement system from larger to smaller and smaller to larger units using the same units. (e.g., linear- 5m to 500cm )

• Some problems should involve measurement.

• Assess the reasonableness of the answer using estimation

(Each IXL activity contains an example problem and a video demonstrating how to solve a problem.)

• V.11 Create and interpret line plots with fractions XBS 

Line Plots

• measure objects with a ruler in fractions of a unit (to the 1/2, 1/4 and 1/8).

• design a line plot to display a data set of measurements in fractions of a unit (Counting by units of ¼: ¼, ½, ¾; Counting by units of ⅛: 3 ⅛, 3 ¼, 3 3⁄8, 3 ½, 3 5⁄8, 3 ¾, 3 ⅞ etc).

• use operations to solve problems with fractions, involving information presented in line plots. (e.g. How many are more than 1/3? How many are 2 3/4 or less? Given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.)

• include line plots with measurements from capacity and weight, in addition to length.

• connect equivalence to simplest form for final answers.

• justify the reasonableness of answers.

• use a variable to represent the unknown quantity in a real-life problem-solving scenario (vary unknown positions).

• solve for a variable in an equation and a real-life problem-solving scenario.

(Each IXL activity contains an example problem and a video demonstrating how to solve a problem.)

• T.1 Describe the coordinate plane PF8

• T.2 Objects on a coordinate plane NTR

• T.3 Graph points on a coordinate plane AST

• T.4 Graph points from a table HWV

• T.5 Use a rule to complete a table and a graph N9B 

• T.6 Analyze graphed relationships SMY

• T.7 Coordinate planes as maps ZBD

• T.8 Follow directions on a coordinate plane XQR 

Coordinate Plane

• given a real-world situation, use a rule to complete a pattern in a table.

• form an ordered pair from the table.

• The first number in an ordered pair is the x-coordinate and represents the horizontal distance from the origin;

• The second number in an ordered pair is the y-coordinate and represents the vertical distance from the origin

• graph the ordered pair on a coordinate plane. [include ordered pairs on the axes ex. (4,0) and (0,4)]

  1. • The x- and y- axes are perpendicular number lines that intersect at 0 (the origin);

     • Any point on the coordinate plane can be represented by its coordinates-

• connect the ordered pairs to form a line.

• explain the graph in words based on the real-world situation.

• determine the appropriate rule for a given graph by using the ordered pairs from the line.

• describe how to get from one point to another point on the coordinate plane.

• find a point on the coordinate plane to form a shape. 

• given a real-world situation use two rules to complete two patterns in tables.

• create two numerical patterns from two given rules.

• form two sets of ordered pairs from the two tables.

• extend a numerical pattern from a given rule.

• determine a rule from a given numerical pattern. 

• Include written expressions such as x is twice the value of y

• graph the ordered pairs on the same coordinate plane.

• connect each set of ordered pairs to form two lines.

• identify the relationship between the two numerical patterns graphed.

• explain in words the relationship between the two numerical patterns graphed based on the real world situation.