Unit 1Measurement: Perimeter and Area
10 lessons3 Weeks
Measurement: Perimeter and Area
 Week 1
Lesson 1
Lesson 13.1: Understanding Perimeter
Students learn that distance around a figure is its perimeter. They find the perimeter of a polygon by adding the lengths of the sides. Students use unit segments on a grid to find the perimeter of a shape. They also find perimeters given the lengths, including those on scale drawings. Learners recognize that they can draw many different shapes that have the same perimeter. 
Lesson 2
Lesson 13.2 Perimeter of Common Shapes
Students learn to find the perimeter of common shapes by adding the lengths of the sides. They are reminded that opposite sides of a rectangle are the same length and that all sides of a square or equilateral triangle are the same length. If all sides are the same length, students can use multiplication to find the perimeter. Learners practice finding the perimeter of polygons using addition and multiplication. 
Lesson 3
Lesson 13.3: Covering Regions
Students learn to find the area of shapes by counting the square units within each shape. A square unit is a square with sides that are each 1 unit long. Learners recognize that the number of square units inside a shape is its area, and area can be estimated or found using square units. Learners determine the area of rectangles with whole-number side lengths.
Lesson 4
Lesson 13.4: Area and Units
Students learn to choose the best units to measure the area of shapes. A square unit is a square with sides that are each 1 unit long. A square centimeter is a square that has a length of 1 centimeter on each side. A square inch is a square that has a length of 1 inch on each side. Learners write the area of given figures. They also shade a grid to show a given number of square units. Learners determine the area of rectangles with whole-number side lengths.
 Week 2
Lesson 5
Lesson 13.5: Standard Units
Students learn to measure the area of an object using standard units of measurements. Standard measurement units are used for consistency in communicating measurements. Learners recognize that different size squares can be used as square units, such as square inches, square feet, or square yards, leading to different measurements of the area of the same shape. Students practice writing the area of shapes in square units as well as in standard units of measurements. 
Lesson 6
Lesson 13.6 : Area of Squares and Rectangles
Students learn that area can be estimated or found using square units. One way to find the area of a rectangular region is to count the number of square units inside the rectangle. Another way is to count the number of rows and multiply by the number of squares in each row. Learners also find the missing side length of a rectangle when the other side length and the area are known. 
Lesson 7
Lesson 13.7: Area and the Distributive Property
Students learn how the area of rectangles can represent the Distributive Property. They separate a large rectangle in to 2 smaller rectangles with the same total area. Learners use the Distributive Property to break apart facts and write a number sentence to find the total areas of the two smaller rectangles. The sum of the areas of the smaller rectangles equals the area of the large rectangle.
Lesson 8
Lesson 13.8: Area of Irregular Shapes
Students learn to find the area of some irregular figures. One way to find the area of some irregular figures is to count the total square units. Another way is to divide the irregular shape into rectangles, find the area of each rectangle, and then add the areas. Learners decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area.
 Week 3
Lesson 9
Lesson 13.9: Equal Areas and Fractions
Students learn to use equal areas to model unit fractions. The area of a figure is the number of square units that cover the figure. Learners recognize that they can divide these square units into equal parts in different ways. Learners draw rectangles, divide them into equal parts in different ways, and then write the fraction that shows one of the parts. They also write how many square units are in each part. 
Lesson 10
Lesson 13.10: Problem Solving: Analyze Relationships
Students learn to analyze relationships to solve a problem involving the area of a smaller shape contained within a rectangular shape. Learners analyze a problem, plan the solution by breaking apart the problem into simpler problems, and then solve by subtracting the area of the smaller figure from the area of the larger one. Students write equations to represent the problems. They analyze relationships to connect and communicate mathematical ideas.
Unit 2Measurement: Capacity, Weight, Mass, and Time
8 lessons3 Weeks
Measurement: Capacity, Weight, Mass, and Time
 Week 3
Lesson 11
Lesson 14.1: Customary Units of Capacity
Students learn to use customary units to estimate how much a container can hold. Learners recognize that capacity is the amount a container can hold, measured in liquid units. Students learn the capacity and equivalents for a cup, pint, quart, and gallon, and they learn the abbreviations for these units. They choose an appropriate customary unit to estimate the capacity of different-sized containers. Learners determine liquid volume (capacity) using appropriate units and tools.
Lesson 12
Lesson 14.2: Units of Weight
Students learn that weight is the measure of how heavy an object is. They recognize that ounces, pounds, and tons are customary units of weight, and they learn the abbreviations and equivalents for these units. Learners choose an appropriate customary unit to estimate and measure an object s weight. They base their estimates on the weights of given objects. Learners determine weight using appropriate units and tools.
 Week 4
Lesson 13
Lesson 14.3: Measuring Capacity or Weight
Students learn to determine when they should measure capacity and when they should measure weight. They see that 3-D objects have attributes of capacity and weight. Learners recognize that capacity tells how much a container can hold, and weight tells how heavy a container is. Learners decide whether to measure customary units of capacity or weight to solve word problems. They determine when it is appropriate to use measurements of liquid volume (capacity) or weight.
Lesson 14
Lesson 14.4: Metric Units of Capacity
Students learn to use metric units to estimate how much different containers can hold. They recognize that capacity is a measure of the amount of liquid a container can hold. They learn that a milliliter is about 20 drops from an eyedropper. A liter is about the amount of liquid a large water bottle can hold. Students learn the abbreviations and equivalents for these units. Students use these models to estimate the capacity of given containers in metric units.
Lesson 15
Lesson 14.5: Units of Mass
Students learn to use metric units to estimate the mass of an object. They recognize that weight and mass are different: mass is a measure of the amount of matter in an object. Students learn that units of mass include grams and kilograms. They learn the abbreviations for these units and that 1 kilogram equal 1,000 grams. They choose the appropriate metric unit to estimate the mass of given objects. Learners determine weight (or in this case, mass) using appropriate units and tools.
Lesson 16
Lesson 14.6: Elapsed Time
Students learn how to find the amount of time that passes between a start time and an end time, called elapsed time. They use a clock face to find the starting time. Learners find elapsed time by counting the hours first and then the minutes to reach the end time. They are reminded of the meaning of A.M. and P.M. Learners determine the solutions to problems involving addition and subtraction of time intervals in minutes using clock faces.
 Week 5
Lesson 17
Lesson 14.7: Solving Problems with Units of Time
Students learn to solve problems involving the addition and subtraction of time. They recognize that a time interval is an amount of time. Learners add or subtract time intervals using strip diagrams or number lines. Students determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools.
Lesson 18
Lesson 14.8: Problem Solving: Use Reasoning
Students learn to use reasoning and work backward from an end time to determine a start time to solve problems. Learners analyze, plan, and solve word problems involving time by drawing pictures with clock faces and number lines to show their reasoning. They select tools and techniques, including mental math, estimation, and number sense to solve problems.
Unit 3Data Analysis
6 lessons2 Weeks
Data Analysis
 Week 5
Lesson 19
Lesson 15.1: Frequency Tables
Students learn to use frequency tables to collect, record, and organize survey data. A frequency table makes it easy to read data. First, learners make a tally chart of survey data in which they record tally marks grouped in fives. Then they make a frequency table by inserting a column showing the numbers for the tallies. They skip count the tallies by fives and then count on to count and record the total number of tallies. Students solve problems based on the information in the frequency table.
Lesson 20
Lesson 15.2: Dot Plots
Students learn to use a dot plot to organize and interpret data. A dot plot organizes data on a number line. It is useful for visually showing how data are distributed. Learners can compare data more easily on a dot plot than in a list or table. Students learn to read dot plots by looking at the numbers below the line and counting the dots above the line. They create dot plots using data from tables, and then they solve problems using the dot plots. 
 Week 6
Lesson 21
Lesson 15.3: Reading Pictographs and Bar Graphics
Students learn to read and interpret data from a pictograph and a bar graph. Pictographs and bar graphs make it easier to compare data than in a table or a chart. The pictograph key explains what each picture represents. The bar graph scale shows the units used. Learners solve problems using categorical data represented with pictographs or bar graphs with scaled intervals.
Lesson 22
Lesson 15.4: Making Pictographs
Students learn to make a pictograph from data in a frequency table. Learners write a title for a pictograph and choose a symbol. They create the key for the pictograph showing the number of pictures needed to represent each number in a set of data. The key might also show how the number represented by half of a symbol. Then learners set up the graph, list the categories, and draw the symbols to represent the data for each category. They solve problems with the information from the pictograph. 
Lesson 23
Lesson 15.5: Making Bar Graphs
Students learn to make a bar graph to represent the data in a table. Data represented in a bar graph are easy to compare. Learners practice making bar graphs. First, students write a title that matches the data table. Next, they choose the scale to indicate how many units each grid line represents. Then learners set up the graph with the scale and the list of categories. Finally, they draw bars to represent the data for the categories. 
Lesson 24
Lesson 15.6: Problem Solving: Use Representations
Students learn that some problems can be solved by making, reading, and analyzing a graph to make comparisons and draw conclusions. Learners analyze data and plan to solve problems using frequency tables, data tables, bar graphs, and pictographs. They also make bar graphs to compare data and draw conclusions. Learners create and use representations to organize, record, and communicate mathematical ideas.
Unit 4Personal Financial Literacy
6 lessons2 Weeks
Personal Financial Literacy
 Week 7
Lesson 25
Lesson 16.1: Earning Income
Students learn to find how much more money is earned from a job that requires more skill, experience, and training than from another job which requires less skill. The amount a person earns depends on the amount of time spent working and the skills, education, and experience needed to do the job. Learners use tables to calculate amounts earned, and they add income from different jobs to find a person s total income. They also subtract to find out how much more one job pays than another. 
Lesson 26
Lesson 16.2: Spending Money
Students learn to find total planned and unplanned spending from a family s weekly spending records. Planned spending is spending you know about ahead of time, while unplanned spending is unexpected. Learners analyze tables and solve problems about planned and unplanned spending. They recognize that too much planned spending will leave less money for unplanned spending, and sometimes people do not have enough money to pay for goods and services. 
Lesson 27
Lesson 16.3: Using Credit
Students learn how much more something costs when bought on credit than when bought with cash. Typically, credit is used to buy things people cannot afford otherwise. The money borrowed is usually paid back with interest. Learners multiply to calculate the cost of an item bought with credit. Then they find the difference between paying for the item with cash and paying with credit.
Lesson 28
Lesson 16.4: Making a Saving Plan
Students learn the value of saving money by finding how many months it takes to save for an item. They recognize that when they want or need something that costs more money than they have, they can save money to pay for it. They also recognize that when they save, they can earn interest. Learners complete or make tables that show amounts saved over time, and solve problems about saving money. They list reasons to save and explain the benefit of a savings plan, including for college.
 Week 8
Lesson 29
Lesson 16.5: Costs and Resources
Students learn that items cost more when resources are scarce, and less when resources are more easily available. Learners solve multi-step problems to analyze the cost of resources. First they multiply to find the cost of an item when prices are high, and then they find the cost when prices are low. Next, learners subtract to find how much more or less was paid for the item. Learners describe the relationship between the availability or scarcity of resources and how that impacts cost.
Lesson 30
Lesson 16.6: Problem Solving: Use Reasoning
Students learn to decide how to share their income among spending, saving, credit, and charitable giving. They make sure the total does not go over their income. Learners find hidden questions and solve multi-step problems to make decisions about income. They determine the difference between the money they have, and what they want to spend, save, or give. Learners display, explain, and justify mathematical ideas using precise mathematical language.
Unit 5Step Up to Grade 4
10 lessons3 Weeks
Step Up to Grade 4
 Week 8
Lesson 31
Lesson 17.1: Place-Value Relationships
Lesson 32
Lesson 17.2: Using Money to Understand Decimals
 Week 9
Lesson 33
Lesson 17.3: Modeling Addition and Subtraction of Decimals
Lesson 34
Lesson 17.4: Arrays and Multiplying 2-Digit Numbers by Multiples of 10
Lesson 35
Lesson 17.5: Understanding Remainders
Lesson 36
Lesson 17.6: Modeling Addition of Fractions
 Week 10
Lesson 37
Lesson 17.7: Decomposing Fractions
Lesson 38
Lesson 17.8: Points, Lines, and Planes
Lesson 39
Lesson 17.9: Line Segments, Rays, and Angles
Lesson 40
Lesson 17.10: Understanding Angles and Unit Angles