JANEAL GROSINGER - EDTECH 542
Please note the standards listed below cover cross-curriculum for 5 subjects over a period of 2 weeks. Overall, the number of classes covered by these standards is over 40 hours of class-time. Although is looks like a lot of standards, it does cover a large amount of classes.
Extend understanding of fraction equivalence and ordering.
1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Geometric measurement: understand concepts of angle and measure angles.
5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
Organize and develop artistic ideas and work.
Performance Standard (VA:Cr2.2.4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others
Refine and complete artistic work.
Performance Standard (VA:Cr3.1.4) Revise artwork in progress on the basis of insights gained through peer discussion
Perceive and analyze artistic work.
Performance Standard (VA:Re7.1.4) Compare responses to a work of art before and after working in similar media.
Apply criteria to evaluate artistic work.
Performance Standard (VA:Re9.1.4) Apply one set of criteria to evaluate more than one work of art.
Synthesize and relate knowledge and personal experiences to make art.
Performance Standard (VA:Cn10.1.4) Create works of art that reflect community cultural traditions.
Knows that there are many ways to share ideas and can evaluate evidence and determine best tools to express one’s own knowledge and understanding.
Can use the historical inquiry process that is based in materials, including primary source documents, to study and analyze the past and understand current issues and events.
H4.4.4 Generate questions about multiple historical sources and their relationships to particular historical events and developments.
All students will know the processes used to construct and convey meaning through text and will develop and apply criteria for the evaluation and appreciation of their own and others' texts.
All students will use themes and topics from text to make connections and demonstrate an understanding of commonalties and diversity through exploration of universal issues.
All students will use language effectively and responsibly as members of a democratic society.
1.d. Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning environments.
• Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ELA W8 (3)
• Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. ELA W8 (5)
• Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. CS 1B-CS-03
3.a. Students collaborate with a teacher to employ appropriate research techniques to locate digital resources that will help them in their learning process.
• Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ELA RI7 (5)
• Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases. ELA L4c (5)
4.a. Students explore and practice how a design process works to generate ideas, consider solutions, plan to solve a problem or create innovative products that are shared with others.
• Develop a diagram or simple physical prototype to convey a proposed object, tool, or process. Science SEP 2 (3-5)
• Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Science SEP 4 (3-5)
• Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem. Science SEP 5 (3-5)
• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. Science SEP 6 (3-5)
• Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection. C3 D3.1 (3-5)
• Use distinctions among fact and opinion to determine the credibility of multiple sources. C3 D3.2 (3-5)
4.b. Students use digital and non-digital tools to plan and manage a design process.
• Present a summary of arguments and explanations to others outside the classroom using print and oral technologies and digital technologies. C3 D4.3 (3-5)
7.b. Students use collaborative technologies to connect with others, including peers, experts and community members, to explore different points of view on various topics.
• Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas. C3 D2.Geo.7 (3-5)
• Explain why environmental characteristics vary among different world regions. C3 D2.Geo.10 (3-5)