**Quarter 3 Priority Standards Kindergarten**

**Mathematics**

- K.CC.1-Count to 100 by ones and tens
- K.NBT.1- Identify each teen number as a group of 10 and some more ones.
- K.G.2- Correctly name 2D and 3D shapes
- K.G.6- Compose simple shapes to form larger shapes.

**Literacy**

- K.RL.2-Retell including details from the story.
- K.RL.3- Tell about characters, setting, and major events in a story.
- K.RF.3- Read letters, sight words, and CVC words.
- K.W.3- Using drawings, and dictating to write a narrative of loosely linked events.
- K.L.1- Write name, letters, CVC words.
- K.L.4- Understand that some words have multiple meanings.

**Quarter 3 Priority Standards 1st Grade**

**Mathematics:**

**Standard 1.NBT.2**

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

- 10 can be thought of as a bundle of ten ones, called a “ten.”
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

**Standard 1.NBT.3**

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

**Standard 1.NBT.4**

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens to tens and ones to ones, and that it is sometimes necessary to compose a ten.

**Literacy:**

**Reading Standard 2: Foundational Skills**

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

**Reading Standard 3: Foundational Skills**

Know and apply grade-level phonics and word analysis skills in decoding words.

**Writing Standard 1**

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

**Quarter 3 Priority Standards 2nd Grade**

**Mathematics**

**Standard 2.MD.8-**Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.*For example, if you have 2 dimes and 3 pennies, how many cents do you have?*

**Standard 2.MD.7-**Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m

**Standard 2.MD.9-**Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

**Literacy**

**Reading: Literature Standard 5-**Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

**Reading: Literature Standard 9-**Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

**Writing Standard 3-**Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

**Reading: Informational Text Standard 5-**Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

**Quarter 3 Priority Standards 3rd Grade**

**Mathematics**

**Fractions:** ** **

Understand a fraction 1/*b* as the quantity formed by 1 part when a whole is partitioned into *b* equal parts; understand a fraction *a*/*b* as the quantity formed by *a* parts of size 1/*b*.

Represent a fraction 1/*b* on a number line diagram by defining the interval from 0 to 1 as a whole and partitioning it into *b* equal parts. Recognize that each part has size 1/*b* and that the endpoint of the part based at 0 locates the number 1/*b* on the number line

**CCSS.MATH.CONTENT.3.NF.A.3.(A****-D**)

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

**Perimeter & Area:**

**3MD6: ****CCSS.MATH.CONTENT.3.MD.C.6**

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units)

**3MD8: ****CCSS.MATH.CONTENT.3.MD.D.8**

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeter.

**Literacy**

**ELA: 9 Weeks + 2 Weeks to finish core then prep for Sage**

**CCSS.ELA-LITERACY.RL.3.3**

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

- Sequence
- Cause & Effect

**CCSS.ELA-LITERACY.RI.3.3**

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

**CCSS.ELA-LITERACY.RI.3.8**

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

**Quarter 3 Priority Standards 4th Grade**

**Mathematics**

**4.OA.4 **Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one digit number. Determine whether a given whole number 1-100 is prime or composite.

**4.NF.1** Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) 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.

**4.NF.3** Understand a fraction a/b with a greater than 1 as a sum of fractions, 1/b. In other words, any fraction is a sum of unit fractions.

- Understand addition and subtraction of fractions as joining as joining and separating parts referring to the same whole.
- 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, for example, by using a visual fraction model.
- Add and subtract mixed numbers with common denominators, for example, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
- Solve word problems involving addition and subtraction of fractions, referring to the same whole and having like denominators, for example, by using visual fraction models and equations to represent the problem.

**4.NF.4** Apply and extend previous understandings of multiplication to multiply a fraction with a whole number.

- Understand a fraction a/b as a multiple of 1/b.
- Understand a multiple of a/b as a multiple as a multiple of 1/b and use this understanding to multiply a fraction by a whole number.
- Solve word problems involving multiplication of a fraction by a whole number, for example, by using visual fraction models and equations to represent the problem.

**Literacy**

**RL 5**. Explain major differences between poems, **drama**, and prose, and refer to the structural elements of poems when writing or speaking about a text.

**RL 6.** Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

**RL 9**. Compare and contrast the treatment of similar themes and topics and patterns of events in **stories**, myths, and **traditional literature from different cultures. **

**RI 4**. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

**RI 6**. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

**RI 8**. Explain how an author uses reasons and evidence to support particular points in a text.

**RI 9**. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

**RF 3**. Know and apply grade-level phonics and word analysis skills in decoding words.

**RF 4**. Read with sufficient accuracy and fluency to support comprehension.

**W 1**. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

**W 4.** Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

**W 5**. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

**W 6**. With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

**Quarter 3 Priority Standards 5th Grade**

**Mathematics**

**Standard 5.NF.1 – **Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. *For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general,* a/b + c/d = (ad + bc)/bd*.)*

**Standard 5.NF.7 – **Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Use strategies to divide fractions by reasoning about the relationship between multiplication and division. Division of a fraction by a fraction is not a requirement at this grade.

**Literacy**

**RL 5.6 **– Describe how a narrator’s or speaker’s point of view influences how events are described.

**RI 5.8** – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

**RL 5.3 – **Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

**RI 5.3 – **Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

**Quarter 3 Priority Standards 6th Grade**

**Mathematics**

**6.EE.1** – Write and evaluate numerical expressions involving whole-number exponents.

**6.EE.4** – Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). *For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.*

**6.EE.7** – Solve real-world and mathematical problems by writing and solving equations of the form *x* + *p* = *q* and* px* = *q* for cases in which *p*, *q* and *x* are all nonnegative rational numbers.

**6.EE.9** – Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

**Literacy**

**6.RL.5** – Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

**6.RL.6** – Explain how an author develops the point of view of the narrator or speaker in a text.

**6.RI.6** – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

**6.W.2** – Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.