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- 1. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Multiplication and DivisionCluster: 1Big Ideas/Enduring Understandings Essential Question(s)There are multiple strategies to multiply and divide whole numbers. How are multiplication and division related?There is a relationship between multiplication and division. When might you use multiplication? When might you use division? What is the value of learning multiplication and divison? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C2PO3 Multiplication and division Demonstrate fluency of multiplication facts through Multiplication fluency facts through 12 12. Division Demonstrate fluency of division facts through 12. Factor Multiple Product QuotientS1C2PO2 Multiplication strategies Use multiple strategies to multiply whole numbers Divisor • Two-digit by two-digit and Dividend Array • Multi-digit by one-digit Digit* = POs previously introduced Bold = Priority PO 1Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 2. 4th Grade Math Curriculum Map Isaac School District No. 5S1C2PO4 Division strategies; whole [Develop] multiple strategies to divide whole numbers. Whole number numbers CommutativeS1C2PO5 Associative and distributive Apply associative property to solve multiplication Property properties; multiplication and problems. Associative division problems Property Apply distributive property to solve multiplication and Distributive division problems. PropertyS1C1PO2 Factors and multiples; whole Compose and decompose whole numbers using factors. numbers Parenthesis Addition Compose and decompose whole numbers using factors. SubtractionS1C3PO1 Benchmarks; points of Use benchmarks as meaningful points of comparison for comparison; whole numbers; Strategy whole numbers, decimals and fractions. decimals; fractions JustifyS1C1PO5 Simple ratios; problems Use simple rations to describe problems in context. Compose Decompose Similar Ratios* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 3. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Data AnalysisCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Data can be collected and organized in a variety of ways. How can you collect, organize, and display data?Graphs are used to communicate information. How do you interpret the data you have collected?Charts, tables, and graphs helps us make valid inferences, decisions, When would you collect data?and arguments. How does the type of data influence the choice of graph? What methods can you use to analyze data? What conclusions can you draw about the data? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO1 Data; double bar graphs; Collect, record, organize, and display data using Data single line graphs; circle double bar graphs, single line graphs, or circle Single line graph graphs graphs. Double bar graphS2C1PO2 Questions; displays of data; Formulate and answer questions by interpreting and Circle graph double bar graphs; single analyzing displays of data, including double bar graphs, Median line graphs; circle graphs. single line graphs or circle graphs. Mode Range* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 4. 4th Grade Math Curriculum Map Isaac School District No. 5S2C1PO3 Median; mode; range; Compare two sets of data. Analyze distribution data set RecordS4C4PO1 Elapsed time to the minute [Interpret] elapsed time to the minute InterpretS1C3PO1 Benchmarks; points of Organize Use benchmarks as meaningful points of comparison for comparison; whole numbers; whole numbers, decimals, and fractions. Collect decimals; fractions Display Minute Hour Elapsed time Benchmark Comparison Greater than Less than* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 5. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Probability and discrete mathCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Probability can be applied to everyday events. Why do we organize possible outcomes?There are a variety of ways to represent possible outcomes of an What conclusions can you draw from outcomes, results or graphs?event.Probability and discrete math can be used to draw conclusions aboutpossible outcomes and conflict situations. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C2PO1 Theoretical probability; all Describe elements of theoretical probability by Probability possible outcomes; given listing or drawing all possible outcomes of a given Possible outcome event; outcome; word and event and predicting the outcome using word and Number number benchmarks number benchmarks. Benchmark JustifyS2C3PO2 Possibilities Justify that all possibilities have been enumerated Duplication without duplication. Possibilities Enumerated* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 6. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: PatternsCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Patterns occur everywhere in nature. Where might you see a pattern?A rule can be used to describe a pattern. How might you determine/test the rule of a pattern? How do you identify a pattern? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Numerical sequences; Recognize, describe, create, extend, and find Numerical missing sequence; whole missing terms in a numerical sequence involving Sequence numbers; four basic whole numbers using all four basic operations. Missing operations Sequence Four basic operations: -addition subtraction -multiplication -divisionS3C1PO2 Numerical sequences; given Explain the rule for a given numerical sequence, Rule rule; predictions [Test] that the rule works. Whole number Use the rule to make predictions. Prediction/predict* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 7. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: AlgebraCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Algebraic expressions can be used to represent and analyze What is this question asking?mathematical situations. How can I represent the information in this problem in a different way? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO2 One step equations; addition, Create one-step equations that can be solved using Equation subtraction, multiplication, addition, subtraction, multiplication, and division of Addition and division of whole whole numbers. Subtraction numbers. Multiplication Solve one step equations that can be solved using Division addition, subtraction, multiplication, and division of whole numbers. Whole numbers Factor Product Divisor Dividend Quotient* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 8. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: PatternsCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Patterns occur everywhere in nature. Where might you see a pattern?A rule can be used to describe a pattern. How might you determine/test the rule of a pattern? How do you identify a pattern? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1* Numerical sequences; Recognize, describe, create, extend and find Numerical Missing sequence; Whole missing terms in numerical sequence involving Sequence Numbers; Four basic whole numbers using all four basic operations. operations Missing SequenceS3C1PO2* Numerical sequences; Given Four basic Explain the rule for a given numerical sequence. rule; Predictions operations: [Test] that the rule works. -addition Use the rule to make predictions. subtraction -multiplication* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 9. 4th Grade Math Curriculum Map Isaac School District No. 5S3C3PO2* One-step equations; Addition, Create one step equations that can be solved using -division subtraction, multiplication, and addition, subtraction, multiplication, and division of whole Rule division of whole numbers numbers. Whole number Solve one step equations that can be solved using Prediction/predict addition, subtraction, multiplication, and division of whole numbers. Missing terms* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 10. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: FractionsCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Problem solving can be approached and represented through many What strategy could I use to solve this problem?different methods. What makes me think that the answer is correct?Fractions, decimals, and percents represent parts of a whole. Could I represent the information in this problem in a different way?The size of a fractional part is dependent on the whole. When might ¼ be larger than ½? When are fractions used? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C1PO3 Fractions; Parts; Set; [Model] fractions as fair sharing, parts of a whole, Fraction Locations; parts of a set, and locations on a real number line. Numerator Number line Denominator Fair sharing Whole Whole numbers; Fractions, [Construct] whole numbers, fractions, decimals, and PartS1C1PO1 Decimals; Percents; Multiple percents using and connecting multiple representations. Set Representations Number line Decimal* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 11. 4th Grade Math Curriculum Map Isaac School District No. 5S1C3PO1* Benchmarks; Points of Use benchmarks as meaningful points of comparison for Percent comparison; Whole numbers; whole numbers, decimals and fractions. Tenths Decimals; Fractions HundredthsS1C2PO1 Decimals; Fractions; Money to Add and subtract decimals through hundredths including $1000.00; Denominators money to $1000.00 Estimate Sum Add and subtract fractions with like denominators. Difference AnalyzeS1C1PO4 Decimals to hundredths Compare and order decimals to hundredths. Appropriate ComparisonS1C3PO2 Estimates; Given situation or [Analyze] estimates appropriate to a given situation or Greater than computation; Whole numbers computation with whole numbers. Less than Equal [Analyze] estimates appropriate to a given situation or computation with fractions.* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 12. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: MeasurementCluster: 3Big Ideas/Enduring Understandings Essential Question(s)There are appropriate units of measurement to use in different Why do we have a system of measurement?situations. How do you determine which tool(s) to use when measuring?There are variety of tools that can be used to measure. What are some examples of different characteristics you can measureMeasurement involves assigning a number to characteristic of an on an object or situation?object or situation. What strategies can be used to convert within the same measurement system?* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 13. 4th Grade Math Curriculum Map Isaac School District No. 5 AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C4PO2 Measurement skills; Length; Apply measurement skills to measure length, mass Measurement Mass; Capacity; Metric and capacity using metric units. System units Length Mass Capacity Meter Centimeter Millimeter Kilometer Ton Ounce Liter Milliliter Metric Inch Feet Yard Mile Gallon QuartS4C4PO3 Measurement system: Solve problems involving conversion within the same Pint Conversions; Problems measurement system. Cup Customary Conversion* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 14. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: GeometryCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Geometric figures can be described and grouped by their attributes. Why is it important to have an understanding of the attributes of two- dimensional figures?Mathematical information is used to justify reasoning.There is a relationship between geometric attributes. What is the relationship between geometric attributes? How might you classify a group of geometric figures? What makes me think that my reasoning is correct? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C1PO2 Geometric Description; Justify which objects in a collection match a given Geometric figures Objects in a collection geometric description. Justify Classify Point LineS4C1PO1 Relationships between points, Draw and describe the relationships between points, Line segment line segments, rays and lines, line segments, rays and angles including angles including parallelism parallelism and perpendicularity. Ray and perpendicularity Angle Parallel* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 15. 4th Grade Math Curriculum Map Isaac School District No. 5S4C1PO5 Congruent figures; Given Recognize and draw congruent figures, and match them Perpendicular collection in a given collection. Right angle Acute angle Obtuse angleS4C1PO3 Triangles; Angles; Sides Describe and classify triangles by angles and sides. Straight angleS4C1PO6 Right, acute, obtuse, and Draw right, acute, obtuse, and straight angles and Congruent straight angles; Geometric identify these angles in other geometric figures. Right triangle figures Acute triangle Obtuse triangle Isosceles triangle Scalene triangle Equilateral triangle* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 16. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Perimeter and AreaCluster: 5Big Ideas/Enduring Understandings Essential Question(s)There are appropriate situation to use perimeter and area. How are perimeter and area related?There are similarities and differences between perimeter and area. How can you describe the relationship between the perimeter and area of given figure? When might you use perimeter and area? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C4PO4 Perimeter of 2 dimensional Solve problems involving perimeter of 2- Perimeter figures; Area of rectangles dimensional figures and area of rectangles. Area ShapeS4C4PO4 Attributes (such as shape and [Model] which attributes (such as shape and area) 2-dimensional area); 2-dimensional change and which do not change when 2-dimensional figures figures figures are cut up or rearranged. Rectangle Attribute* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 17. 4th Grade Math Curriculum Map Isaac School District No. 5S4C4PO5 Perimeter, Area, Attribute [Model] the change in perimeter or area when one Length (length or width), Rectangle attribute (length or width) of a rectangle changes. Width* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 18. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Coordinate GeometryCluster: 6Big Ideas/Enduring Understandings Essential Question(s)A coordinate plane can be used to display two-dimensional geometric How might you determine the ordered pairs needed to plot a geometricfigures. figure?There is a systematic method to plot points on a coordinate plane. Why is there a systematic method to plotting points a coordinate plane? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C3PO3 Geometric figures with Construct geometric figures with vertices at points Geometric vertices; Points on the on the coordinate plane. Figures coordinate plane Coordinate planeS4C3PO1 Ordered Pairs, First quadrant, Name points in the first quadrant of the coordinate plane Vertices coordinate plane using ordered pairs. Quadrant Locate points in the first quadrant of the coordinate Ordered pairs plane using ordered pairs. Line segments Graph points in the first quadrant of the coordinate plane Plot using ordered pairs. Y- axisS4C3PO2 Line segments; First X- axis Plot line segments in the first quadrant of the coordinate quadrant; Coordinate plane; plane using a set of ordered pairs in a table. Ordered pairs in a table.* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 19. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: AlgebraCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Algebraic expressions can be used to represent and analyze What is this question asking?mathematical situations. Do you have enough information to solve this problem?Unknown quantities can be represented by a symbol. When might you use algebra?Problem situations can be represented and solved in variety ofways. How can I represent the information in this problem in a different way? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO2* One-step equations; Addition, Create one step equations that can be solved using Equation subtraction, multiplication, addition, subtraction, multiplication, and division of and division of whole whole numbers. Addition numbers Subtraction Solve one-step equations that can be solved using Multiplication addition, subtraction, multiplication, and division of whole numbers Division Whole numbers* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 20. 4th Grade Math Curriculum Map Isaac School District No. 5S1C2PO2* Multiplication Strategies Use multiple strategies to multiply whole numbers Factor • Two-digit by two-digit and Multiple • Multi-digit by one-digit Product DivisorS1C2PO4* Division Strategies; whole [Develop] multiple strategies to divide whole numbers. Dividend numbers QuotientS1C2PO6 Order of operations; whole Apply order of operations with whole numbers. Array numbers Commutative PropertyS1C3PO2* Estimates; given situation of [Analyze] estimates appropriate to a given situation or computation; whole numbers computation with fractions. Associative PropertyS3C3PO1 Symbol; Unknown quantity; Use a symbol to represent an unknown quantity in a Distributive Simple algebraic expression; simple algebraic expression involving all operations. Property Operations Parenthesis Order of operations Analyze Estimate Algebraic Expression Symbol Unknown quantity* = POs previously introduced Bold = Priority PO 20Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 21. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: PatternsCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Patterns occur everywhere in nature. Where might you see a pattern?A rule can be used to describe a pattern. How might you determine/test the rule of a pattern?Changing the value of one quantity corresponds to a change in the How do you identify a pattern?value of another quantity. When might one quantity change as the result of another quantity changing? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Numerical sequences; Recognize, describe, create, extend and find Missing* missing sequence; whole missing terms in a numerical sequence Sequence numbers; four basic involving whole numbers using all four basic Rule operations operations. Whole number Prediction Numerical Sequence* = POs previously introduced Bold = Priority PO 21Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 22. 4th Grade Math Curriculum Map Isaac School District No. 5S3C1PO2 Numerical sequences; given Explain the rule for a given numerical sequence. Four basic* rule; predictions operations: [Test] that the rule works. Use the rule to make predictions. -addition -subtraction -multiplication -division* = POs previously introduced Bold = Priority PO 22Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 23. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Probability and discrete mathCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Probability can be applied to everyday events. When would you use a tree diagram/vertex edge graph?There is a variety of ways to represent possible outcomes of an Why do we organize possible outcomes?event. What conclusions can you draw from outcomes, results orProbability and discrete math can be used to draw conclusions graphs?about possible outcomes and conflict situations. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C2PO1 Theoretical probability; all Describe elements of theoretical probability by Probability* possible outcomes; given listing or drawing all possible outcomes of a Possible event; outcome; word and given event and predicting the outcome using outcome number benchmarks word and number benchmarks.* = POs previously introduced Bold = Priority PO 23Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 24. 4th Grade Math Curriculum Map Isaac School District No. 5S2C3PO1 Tree diagrams; problems in Construct tree diagrams to solve problems in Number* context; possibilities, context by: Benchmark properties, conclusions • Representing all possibilities for a variety of Tree diagram counting problems, Map coloring • Explaining how its properties relate to the Vertex coloring problem, Vertex edge- • Representing the same counting problems in graph multiple ways and Path • Drawing conclusions. CircuitS2C4PO1 Connection; map and vertex Examine the connection between map coloring and Conflict coloring vertex coloring.S2C4PO2 Vertex-edge graphs; concrete Possibilities Construct vertex-edge graphs to represent concrete situations; paths; circuits situations. Properties Representing [Model] paths and circuits. DrawingS2C4PO3 Conflict problems; vertex Solve conflict problems by constructing and coloring Conclusions edge graphs vertex edge graphs.* = POs previously introduced Bold = Priority PO 24Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 25. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Data AnalysisCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Data can be collected and organized in a variety of ways. How can you collect, organize, and display data?Graphs are used to communicate information. How do you interpret the data you have collected?Charts, tables, and graphs helps us make valid inferences, decisions, When would you collect data?and arguments. How does the type of data influence the choice of graph? What methods can you use to analyze data? What conclusions can you draw about the data? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO1 Data; double bar graphs; Collect, record, organize, and display data using Data* single line graphs; circle double bar graphs, single line graphs, or circle Related data graphs graphs. Double barS2C1PO2 Questions; displays of data; Formulate and answer questions by interpreting and graph* double bar graphs; single analyzing displays of data, including double bar graphs, single line graphs or circle graphs. Single line line graphs; circle graphs. graph* = POs previously introduced Bold = Priority PO 25Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 26. 4th Grade Math Curriculum Map Isaac School District No. 5S2C1PO4 Related Data Compare two sets of related data. Circle graph CollectS3C4PO1 Change in quantity over time; [Measure] the change in quantity over time and make Record simple predictions simple predictions. Organize Display Interpret Analyze Quantity Predictions* = POs previously introduced Bold = Priority PO 26Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011
- 27. 4th Grade Math Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: GeometryCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Geometric figures can be described and grouped by their Why is it important to have an understanding of the attributes of 2-attributes. dimensional figures?Mathematical information is used to justify reasoning. What is the relationship between geometric attributes? How might you classify a group of geometric figures?There is a relationship between geometric attributes. What makes me think that my reasoning is correct?Nets represent a 3-dimensional geometric figure. What is the relationship between a 3-dimensional figure and its net? Essential Learning AZ Key SummativeStandard Knowledge Skills Vocabulary AssessmentS4C1PO2 Geometric description; Justify which objects in a collection match a Geometric* objects in a collection given geometric description. Description GeometricS4C1PO7 3-Dimensional figures; net(s) Recognize the relationship between a 3- Figure dimensional figure and its corresponding net(s). Justify 3-Dimensional Net* = POs previously introduced Bold = Priority PO 27Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 8-4-2011

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