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It's most important for you to help students differentiate between the units of measure (length, mass, volume)

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I/D Solve 2-step problems using the 4 operations.

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I/D Solve 2-step problems using the 4 operations.

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Master: Estimate and measure mass in grams & kilograms; solve story problems using addition and multiplication given in grams & kilograms

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Master: Estimate and measure mass in grams & kilograms; solve story problems using addition and multiplication given in grams & kilograms

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Don't Correct student language when they use weight instead of mass. Model the correct language consistently.

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*Using small containers to fill larger ones, and estimating the number of times they will need to pour to fill the container.                                                                           *Using the pan balanced scales.                                                * Throughout students book, pre-assessment/post-assessments use variable to solve for missing numbers.

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*Using small containers to fill larger ones, and estimating the number of times they will need to pour to fill the container.                                                                           *Using the pan balanced scales.                                                * Throughout students book, pre-assessment/post-assessments use variable to solve for missing numbers.

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Pattern blocks, paper rectangles and number lines: Fraction lesson using patterns of number blocks.

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I/D Locate fractions on number line and place in correct position on number line.

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I/D Locate fractions on number line and place in correct position on number line.

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Talk with students how to handle the materials and the routine

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It's important for the students to have hands on experience with clay and water because it's so different from solving problems about measurement on a pen and pencil

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I/D Demonstrate and understanding of a unit fraction 1/x (partitioning)

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I/D Demonstrate and understanding of a unit fraction 1/x (partitioning)

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Don't say "one over three" but instead say "one part of three". The language of "over" leads to a lot of mistakes and confusion

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I/D Show unit fraction 1/b on number line defining interval from 0-1 as a whole and partitioning it into b equal parts.

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I/D Show unit fraction 1/b on number line defining interval from 0-1 as a whole and partitioning it into b equal parts.

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I/D Show if the interval from 0-1 on number line is partitioned into b equal parts; each part is 1/b of the whole.

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I/D Show if the interval from 0-1 on number line is partitioned into b equal parts; each part is 1/b of the whole.

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I/D Locate 1/b on number line after partitioning the interval from 0-1 into b equal parts.

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I/D Locate 1/b on number line after partitioning the interval from 0-1 into b equal parts.

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Master: Estimate and measure liquid volume in mililiters & volume; solve story problems with addition & multiplication with volume measurements using mililiters & liters. 

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Master: Estimate and measure liquid volume in mililiters & volume; solve story problems with addition & multiplication with volume measurements using mililiters & liters. 

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I/D Show a fraction a/b on number line by marking off, starting at 0, a length of 1/b each and labeling the resulting interval a/b.

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I/D Show a fraction a/b on number line by marking off, starting at 0, a length of 1/b each and labeling the resulting interval a/b.

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Develop: Generate date by measuring lengths to the nearest 1/2 or 1/4 of an inch; Make a line plot to show measurement data ,with a horizontal scale marked in 1/2 and 1/4 inches

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Develop: Generate date by measuring lengths to the nearest 1/2 or 1/4 of an inch; Make a line plot to show measurement data ,with a horizontal scale marked in 1/2 and 1/4 inches

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I/D Identify equivalent fractions by comparing their sizes or locations on number line.

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I/D Identify equivalent fractions by comparing their sizes or locations on number line.

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I/D Recognize and generate simple equivalent fractions, explain why 2 fractions must be equivalent.

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I/D Recognize and generate simple equivalent fractions, explain why 2 fractions must be equivalent.

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I/D Compare 2 fractions with the same numerator or denominator, using the symbols for < > = to record comparisons, explain why one fraction must be greater than or less than another fraction

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I/D Compare 2 fractions with the same numerator or denominator, using the symbols for < > = to record comparisons, explain why one fraction must be greater than or less than another fraction

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Develop: Partition shapes into parts with equal areas; express the area of each equal part of a whole as a whole as a unit fraction of a whole

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Develop: Partition shapes into parts with equal areas; express the area of each equal part of a whole as a whole as a unit fraction of a whole

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I/D Measure time intervals in minutes, solve story problems involving addition and subtraction of time intervals in minutes.

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I/D Measure time intervals in minutes, solve story problems involving addition and subtraction of time intervals in minutes.

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Open number line for solving elapsed time. Time on a time line. Divide into whole number hours, then halves, quarters, tens, and fives.

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Develop: Tell and write time to the nearest minute. 

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Develop: Tell and write time to the nearest minute. 

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Model correct language, mass volume and length.