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Author: Capital Region BOCES

  • Kindergarten Social Studies Unit 1

    Students will learn about similarities and differences between children, families, and communities and about holidays, symbols and traditions that unite us as Americans. Students learn about respect for others, and rights and responsibilities of individuals.

    Note: Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    Download the complete Kindergarten Social Studies – Individual Development and Cultural Identity framework to customize for your own planning.

    Standards

    • Standard 1: U.S. & N.Y. History
    • Standard 3: Geography
    • Standard 5: Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas of the Unit

    Big Idea of the Unit: Learning about ourselves helps us learn more about our others and our country.

    • How do I relate to my family, people in my community, and people in other cultures?
      • People from different families, communities and other cultures have similar and different characteristics and traits.
    • What character traits do I share with people around the world?
      • All humans are born into families, communicate with other, make relationships with others and live by rules and values that are important to them.
    • Why do we celebrate specific holidays in our country?
      • American celebrate days that are important in our history, these days are call National Holidays.
    • How do these holidays relate to the culture of our country?
      • National Holidays honor what is important to the citizens of a nation.

    Download the complete Kindergarten Social Studies – Individual Development and Cultural Identity framework to customize for your own planning.

  • Grade 3 Social Studies Unit 1

    Civic Ideals and Practices

    Students learn about communities around the globe and about global citizenship. Students bring with them knowledge about their communities. In this course, students make comparisons across time and space, examining different communities and their cultures. Culture includes social organization, customs and traditions, language, arts and literature, religion, forms of government, and economic systems. Students are introduced to the concepts of prejudice, discrimination and human rights, as well as to social action.

    Download the complete Grade 3 Social Studies – Civic Ideals and Practices framework to customize for your own planning.

    Standards

    • Standard 5: Civics | Citizenship and Gov’t

    Essential Questions and Big Ideas of the Unit

    Big of Idea of the Unit: Governments around the world select leaders and enforce laws to meet the basic needs and rights of their citizens.

    • What types of governments exist?
      • There are lots of different types of governments in countries around the world.
      • The United States government is a democracy.
    • How do governments keep their citizens safe?
      • Governments make laws and rules to keep people safe.
    • What are basic human rights?
      • Basic human rights are the freedoms that all humans are entitled to. In the United States our constitution names some of our human rights.
    • Why is it important to protect basic human rights?
      • Protection of human rights ensures that all people are treated equally and have equal opportunities.
    • How are human rights protected?
      • Human rights are protected through laws and social action.
    • How can citizens support social action and change?
      • Citizens who speak up and work together to make change are support social action and defending human rights.

    Download the complete Grade 3 Social Studies – Civic Ideals and Practices framework to customize for your own planning.

  • Grade 3 Science Unit 1

    Weather and Climate

    Students learn about Earth processes that contribute to various types of weather. They analyze and interpret data and information to learn about weather patterns and climate from a local and global perspective. Students learn about Earth processes that result in natural hazards, and ways to reduce the impact of weather-related hazards.

    Standards

    • 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
    • 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world. 
    • 3-ESS2-3: Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
    • 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

    Essential Questions and Big Ideas of the Unit

    • How do we find out about weather and climate?
      • Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)
      • Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)
      • Earth’s processes continuously cycle water, contributing to weather and climate. (3-ESS2-3)
    • How does weather and climate affect our everyday life?
      • A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1)

    Download the complete Grade 3 Science Unit 1 framework to customize for your own planning.

  • Grade 6 Math Unit 1

    Ratios, Unit Rate, and Percentages

    Students will build on their knowledge of fractions as they use ratios and rates to describe relationships. Students will be able to describe ratios, unit rates, and percentages. Students will use tables and graphs to represent these relationships.

    Essential Outcomes

    Ratios and Proportional Relationships

    Ratio
    • 6.RP.1 – Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. e.g., “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received three votes.”
    • 6.RP.3 – Use ratio and rate reasoning to solve real-world and mathematical problems. Note: Strategies may include but are not limited to the following: tables of equivalent ratios, tape diagrams, double number lines, and equations.
    • 6.RP.3a – Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
    • 6.RP.3d – Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Note: Conversion of units occur within a given measurement system, not across different measurement systems.
    Unit Rate
    • 6.RP.2 – Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. e.g., “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there are 3⁄4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” Note: Expectations for unit rates in this grade are limited to non-complex fractions.
    • 6.RP.3 – Use ratio and rate reasoning to solve real-world and mathematical problems. Note: Strategies may include but are not limited to the following: tables of equivalent ratios, tape diagrams, double number lines, and equations.
    • 6.RP.3b – Solve unit rate problems. e.g., If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? What is the unit rate? Note: Problems may include unit pricing and constant speed.
    Proportional Reasoning with Percentages
    • 6.RP.3 – Use ratio and rate reasoning to solve real-world and mathematical problems. Note: Strategies may include but are not limited to the following: tables of equivalent ratios, tape diagrams, double number lines, and equations.
    • 6.RP.3c – Find a percent of a quantity as a rate per 100. Solve problems that involve finding the whole given a part and the percent, and finding a part of a whole given the percent. e.g., 30% of a quantity means 30/100 times the quantity.

    Other Standards Addressed in this Unit

    Expressions, Equations and Inequalities

    • 6.EE.9- build base knowledge – Use variables to represent two quantities in a real-world problem that change in relationship to one another. Given a verbal context and an equation, identify 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.
      • e.g., In a problem involving motion at constant speed, list and graph ordered pairs of distances and times.
      • e.g., Given the equation d = 65t to represent the relationship between distance and time, identify t as the independent variable and d as the dependent variable.

    Essential Questions and Big Ideas

    • What is a ratio?
      • A ratio is a numerical relationship that represents how many times a number fits within another.
    • What is a rate?
      • A rate is a special type of ratio that shows the relationship between two different units.
    • What is a unit rate?
      • A unit rate represents the amount of a unit per one unit of another.
    • How are percentages related to ratios?
      • A percentage represents a ratio where you’re considering how much of an amount within 100.
      • A percentage represents a part: whole ratio, not a part: part ratio.
    • How do I solve problems with ratios, rates, or percentages?
      • Tables and graphs can be used to solve problems with ratios, rates, or percentages.
      • Fractions can be used to relate to ratios, rates, or percentages.

    Download the complete Grade 6 Math Unit 1 framework to customize for your own planning.

  • Grade 3 Math Unit 1

    Understanding Multiplication and Division

    Students will develop an understanding of multiplication and division and their relationship. Students will develop strategies to solve single digit multiplication number sentences. Students will develop strategies to solve division number sentences. Students will relate multiplication and division to equal groups story problems.

    Download the complete Grade 3 Math Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Operations and Algebraic Thinking

    • NY-3.OA.3 – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. e.g., using drawings and equations with a symbol for the unknown number to represent the problem.
    • NY-3.OA.1 – Interpret products of whole numbers.e.g., Interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. Describe a context in which a total number of objects can be expressed as 5 × 7.
    • NY-3.OA.2 – Interpret whole-number quotients of whole numbers. e.g., Interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
    • NY-3.OA.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers. e.g., Determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.
    • NY-3.OA.5 – Apply properties of operations as strategies to multiply and divide. E.g.,
      • If 6×4=24 is known,then 4×6 = 24 is also known. (Commutative property of multiplication)
      • 3×5×2 can be found by 3×5=15, then 15×2=30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication)
      • Knowing that 8×5=40 and 8×2=16, one can find 8×7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property)
        Note: Students need not use formal terms for these properties.
        Note: A variety of representations can be used when applying the properties of operations, which may or may not include parentheses.
    • NY-3.OA.6 – Understand division as an unknown-factor problem. e.g., Find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
    • NY-3.OA.7a – Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations. e.g., Knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8.
    • NY-3.OA.7b – Know from memory all products of two one-digit numbers.
    • NY-3.OA.9 – Identify and extend arithmetic patterns (including patterns in the addition table or multiplication table).

    Number and Operations in Base Ten

    • NY-3.NBT.3 – Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations. e.g., 9 × 80, 5 × 60

    Essential Questions and Big Ideas

    • What is multiplication?
      • Multiplication represents finding a total made from equal groups.
      • A x B represents A groups of the number B.
    • What is division?
      • Division represents splitting a total into equal groups.
      • B ÷ A can represents a total B split into A groups or a total B split into groups of size A.
    • How are multiplication and division related?
      • Multiplication and division are inverse operations.
      • Factors are multiplied to create a product.
      • An unknown factor can be found through division.
      • A dividend is divided by a divisor to find a quotient.
      • An unknown dividend can be found through multiplication.
    • What are strategies that can be used to efficiently multiply or divide?
      • Skip counting can be used to solve multiplication and division problems.
      • Known multiplication facts can be used to solve division problems.
      • Factors can be rearranged to solve multiplication problems.
      • A factor can be broken up into smaller pieces to find known products.
      • Memorizing multiplication facts can support more fluent solving.
      • Multiplying by multiples of 10 can be thought of as by multiplying a digit and 10, ex. 3 x 20 = 3 x 2 x 10.

    Download the complete Grade 3 Math Unit 1 framework to customize for your own planning.

  • Grade 4 Social Studies Unit 1

    Geography of New York State

    Unit Description: In this unit the students will develop a beginning understanding that New York State has a diverse geography and that various maps can be used to represent and examine the geography of New York State.They will also examine how New York State can be represented using a political map that shows cities, capitals, and boundaries. 

    4.1 New York State has a diverse geography. Various maps can be used to represent and examine the geography of New York State.

    Standards

    • (Standard: 3; Theme: GEO)

    Essential Questions and Big Ideas of the Unit

    • Big Idea: Maps are an important resource that give us more than just directions.
    • How do physical and thematic maps help us explore New York’s geography?
      • Physical maps are maps of the location of landmarks and the distance between them.
      • Thematic maps are maps that show a connected theme across an area ex. Temperature maps.
    • What other things can maps help us to understand besides physical features of our state?
      • Maps can be used to help understand political features of an area, including cities, populations and areas representing support of political parties.
      • How can I use a map to find my location in relation to other cities?Countries?
      • Maps have scales that can be used to determine the distance between points on the map.

    Download the complete Grade 4 Social Studies Unit 1 framework to customize for your own planning.

  • Grade 4 Science Unit 1

    Earth’s Systems: Processes That Shape the Earth

    Students learn about short and long term events/processes that shape our land.  They explore the varied shapes and kinds of land and bodies of water found on Earth.

    Standards

    • 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
    • 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
    • 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.

    Essential Questions and Big Ideas of the Unit

    • What has caused Earth’s land to change over time?
      • Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1)
      • Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)
      • The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)
      • Living things affect the physical characteristics of their regions. (4-ESS2-1)
    • How can we protect ourselves from natural hazards?
      • A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
      • Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)

    Download the complete Grade 4 Science Unit 1 framework to customize for your own planning.

  • Grade 4 Math Unit 1

    Place Value, Addition and Subtraction

    Students will deepen their understandings of place value by investigating numbers up to 1,000,000. Students will explore the values of digits and the relationships between digits. Students will also compare, round, add, and subtract numbers using strategies based on place value.

    Essential Outcomes

    Number and Operations in Base Ten

    • NY-4.NBT.4: Fluently add and subtract multi-digit whole numbers using a standard algorithm. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.

    Other Standards Addressed in this Unit

    Number and Operations in Base Ten

    • NY-4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. e.g., Recognize that 70 × 10 = 700 (and, therefore, 700 ÷ 10 = 70) by applying concepts of place value, multiplication, and division. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.
    • NY-4.NBT.2a: Read and write multi-digit whole numbers using base- ten numerals, number names, and expanded form. e.g., 50,327 = 50,000 + 300 + 20 + 7
    • NY-4.NBT.2b: Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.
    • NY-4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.

    Essential Questions and Big Ideas

    • How does understanding place value help you to understand numbers, compare numbers, and recognize their relationships to powers of ten?
      • A number is made of digits which are in different place values which dictate their value.
      • When comparing numbers, the larger place values carry more weight.
      • When rounding numbers you’re considering “about how many” of a certain place value the number is.
      • To round a number, consider how many of that place value a number has and then look above for the next largest.
    • How does the value of the digit in a number change when it moves places?
      • A digit in one place represents ten times what it represents in the place to its right.
    • What are efficient strategies to add multi-digit whole numbers?
      • When you make more than 9 of a place value, you regroup to the largest place value.
      • You can use the standard algorithm to add multi-digit numbers.
    • What are efficient strategies to subtract multi-digit whole numbers?
      • If you do not have enough of a place value to subtract, you can regroup a larger place value.
      • You can use the standard algorithm to subtract multi-digit numbers.

    Download the complete Grade 4 Math Unit 1 framework to customize for your own planning.

  • Grade 5 Social Studies Unit 1

    Unit description: In this unit, students will learn about how the first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Students will have the opportunity to investigate how their interactions with their environment led to various innovations and to the development of unique cultures.Students will learn about early peoples living together in settlements and how this lead to the development of shared cultures with customs, beliefs, values, and languages that give identity to the group.

    Standards

    • (Standards: 1, 2, 3; Themes: ID, MOV, TCC, GEO)

    Essential Questions and Big Ideas

    • Big Idea of the Unit
    • Early settlers of the Western Hemisphere adapted to the environment and developed rich and unique cultures.
    • How did early settlers travel to North America?
      • Early settlers traveled to North America by foot and by boat.
    • What caused settlement of specific areas?
      • Early North Americans settled in areas where there was a water and food source and natural protection.
    • How did the location of settlements affect cultures and beliefs?
      • Climate, land and water formations and connections with other humans affected the cultures and beliefs of early Americans.
    • How did regional location create differences in Native American cultures?
      • Cultures of Native American tribes across the continent were developed based on the resource allocation and climate of the region they resided.

    Download the complete Grade 5 Social Studies – Early Peoples of the Americas framework to customize for your own planning.

  • Grade 5 Math Unit 1

    Place Value, Multiplication and Division with Whole Numbers, and Expressions

    Students will build on their place value understandings from fourth grade, and begin to compare digits that are to the left of other digits, in addition to the right, multiply three and four digit numbers, and divide with two digit divisors.

    Essential Outcomes

    Number in Operations in Base Ten

    • 5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
    • 5.NBT.2: Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10.
    • 5.NBT.5: Fluently multiply multi-digit whole numbers using a standard algorithm.
    • 5.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

    Operations and Algebraic Thinking

    • 5.OA.1: post-test – Apply the order of operations to evaluate numerical expressions, e.g.:
      • 6+8÷2
      • (6 + 8) ÷ 2
      • Note: Exponents and nested grouping symbols are not included.
    • 5.OA.2: post-test – Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. e.g., Express the calculation “add 8 and 7, then multiply by 2” as (8 + 7) × 2. Recognize that 3 × (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product

    Essential Questions and Big Ideas

    • What is the base ten number system and how can I use it to represent numbers?
      • Numbers are based on powers of 10.
      • A digit in one place represents 10 times as much as it represents in the place to its right.
      • A digit in one place represents 1/10 of what it represents in the place to its left.
      • Exponents can be used to represent powers of ten.
      • An exponent is used to indicate how many times to multiply a number (base) by itself. Ex: a^3 = a x a x a
      • Powers of 10 are the values of 10 with different exponents.
      • Powers of 10 represent different place values.
      • Numbers can be written in numeral form, word form, and expanded form.
      • Numbers can be written in expanded form with powers of ten.
    • How can I fluently multiply whole numbers?
      • Multiplication represents repeated addition.
      • Multiplication represents finding a total made from equal groups.
      • The distributive property can be used to multiply larger numbers by breaking them up based on place value and multiplying each part.
    • How can I fluently divide with whole numbers?
      • Division represents breaking a total into equal groups.
      • When dividing you take away multiples of the divisor until you’ve completed the dividend.
      • When dividing by two-digit divisors, it can help to write out multiples of the divisor.
    • What are expressions, and how do I solve them?
      • Expressions are number sentences without an equal sign.
      • Expressions can be written with words or with numbers.
      • The order of operations represents the sequence to complete to solve an expression.
      • Parentheses in an expression can note which steps to complete first in an expression.

    Download the complete Grade 5 Math Unit 1 framework to customize for your own planning.