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  • Grade 5 Math Unit 4

    Convert Units of Measure

    Unit description: Students will extend their knowledge of metric and customary conversions from fourth grade to work with metric units of more sizes, as well as to convert customary volume and mass units.  

    Essential Outcomes of the Unit

    Measurement and Data- Convert like measurement units within a given measurement system.

    • 5.MD.1 Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems.

    Essential Questions and Big Ideas

    How do I convert metric units? 

    • The metric system is based on powers of 10.  
    • Conversions in the metric system can be completed by multiplying or dividing by powers of 10.  

    How do I convert customary length units?

    • Conversion factors can be used to convert length units.  
    • When converting units, you must consider the relationship between units and their sizes, which is represented as a conversion factor.

    How do I convert customary volume units? 

    • Conversion factors can be used to convert length units.  
    • When converting units, you must consider the relationship between units and their sizes, which is represented as a conversion factor.

    How do I convert customary mass units?  

    • Conversion factors can be used to convert length units.  
    • When converting units, you must consider the relationship between units and their sizes, which is represented as a conversion factor.

    Download the complete Grade 5 Math Unit 4 framework to customize for your own planning.

  • Grade 2 Math Unit 3

    Three-Digit Addition and Subtraction

    Unit description: In this unit the students will learn to represent and solve three digit addition and subtraction problems within 1,000. Students will recognize when it is necessary to compose or decompose tens or hundreds. They will apply their understanding of the relationship between addition and subtraction to solve two-step word problems.

    Download the complete Three Digit Addition and Subtraction framework to customize for your own planning.

    Essential Outcomes of the Unit

    Number and Operations in Base Ten- Use place value understanding and properties of operations to add and subtract.

    • NY-2.NBT.7a . Add and subtract within 1000, 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 representation. Note: A written representation is any way of showing a strategy using words, pictures, or numbers.

    Other Standards Addressed in the Unit

    Number and Operations in Base Ten- Use place value understanding and properties of operations to add and subtract.

    • NY-2.NBT.7b Understand that in adding or subtracting up to three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it is necessary to compose or decompose tens or hundreds.

    Operations and Algebraic Thinking- Represent and solve problems involving addition and subtraction

    • NY-2.OA.1b Use addition and subtraction within 100 to develop an understanding of solving two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

    Essential Questions and Big Ideas

    How do we solve three digit addition problems?

    • Strategies such as modeling, using 10s blocks, extended form, mental math and standard algorithms can be used to solve addition within 1,000.
    • Some multi-digit addition problems involve regrouping 10s to the next place value.

    How do we solve three digit subtraction problems? 

    Strategies such as modeling, using 10s blocks, extended form, mental math and standard algorithms can be used to solve subtraction within 1,000.
    Some multi-digit subtraction problems involve regrouping 10s to the prior place value.

    How do we check our answers when adding and subtracting within 1,000?

    • The reverse relationship between addition and subtraction can be used to check answers.

    How do we solve two step word problems involving addition and subtraction within 100?

    • Identifying key words and understandings within word problems can help determine whether to add or subtract to solve problems in our daily life.
    • Understanding of properties of operations and the relationship between addition and subtraction can help to solve word problems.
    • Marking up the question and drawing pictures can help to visualize word problems.

    Download the complete Three Digit Addition and Subtraction framework to customize for your own planning.

  • Earth Science – History of Earth

    Students explore the history of Planet Earth, Earth’s materials and systems, plate tectonics and large-scale interactions, and the roles of water in Earth’s surface processes.

    Download the complete Earth Science – History of Earth framework to customize for your own planning.

    Standards

    • MS-ESS1-1: Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.  
    • MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.  
    • MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.

    Essential Questions and Big Ideas of the Unit

    • How has our Earth changed over time?
      • The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1-4)  
      • Tectonic processes continually generate new ocean sea floors at ridges and destroy old seafloors at trenches. (secondary to MS-ESS2-3)
      • The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years.
      • These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2) 
      • Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3) 
      • Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations. (MS-ESS2-2)

    Download the complete Earth Science – History of Earth framework to customize for your own planning.

  • Grade 3 Social Studies Unit 3

    Time, Continuity, and Change

    Unit description: In this unit students will learn about how each community or culture has a unique history, including heroic figures, traditions, and holidays. Students will be exposed to legends, folktales, oral histories, biographies, and historical narratives and investigate how communities use these to transmit cultural histories from one generation to the next. In addition, students will also explore arts, music, dance, and literature of select world communities.

    Customize this unit

    Download the complete Grade 3 Social Studies – Time, Continuity, and Change framework to customize for your own planning.

    Essential Outcomes of the Unit

    Standards

    • Standard 1- U.S. & N.Y. History
    • Standard 2- World History

    Essential Questions and Big Ideas

    Big idea of the unit: Traditions and stories tell us a lot about the history of a community.

    • Why are stories so important for history and recording change over time?
      • Legends, folktales, oral histories, biographies, and historical narratives keep stories of the important individuals and events of each selected world community.
      • Legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next.
    • What other traditions carry on through community history?
      • Arts, music, dance, and literature develop through a community’s history.

    Prerequisite Skills

    Teachers should select at least three communities that represent different regions of the world, types of communities (urban, suburban, and rural), and governmental structures. The communities selected should reflect the diversity of the local community. The key ideas, conceptual understandings, and content specifications guide the study of communities while exploring the major themes of social studies. The various world communities, Key Ideas and social studies practices may be presented in any order.

  • Grade 4 Math Unit 3

    Fractions

    Unit description: Students will extend their knowledge of fractions from third grade by looking at fractions with denominators of 10 and 12.  They will also extend their understanding of fractions equal to 1 whole to multiply and divide fractions by 1 whole to create equivalent fractions.  Students will begin to interpret and solve word problems that require combining or separating fractions within the same whole and with the same denominator.  Students will also interpret word problems that involve equal groups of a fraction.  Students will understand fractions larger than one and how to convert them into mixed numbers.  

    Essential Outcomes of the Unit

    • NY-4.NF.1 Explain why a fraction abis equivalent to a fraction a x nb x nby 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.
      • Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
    • NY-4.NF.2 Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 12. Record the results of comparisons with symbols >, =, or <, and justify the conclusions. e.g., using a visual fraction model.
      • Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
    • NY-4.NF.3 Understand a fraction abwith a > 1 as a sum of fractions 1b Note: 1brefers to the unit fraction for ab
    • NY-4.NF.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
    • NY-4.NF.3b 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. e.g., by using a visual fraction model such as, but not limited to:
      • 3/8 = 1/8 + 1/8 + ⅛
      • 3/8 = 1/8 + 2/8
      • 218= 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
    • NY-4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
    • NY-4.NF.4 Apply and extend previous understandings of multiplication to multiply a whole number by a fraction.
    • NY-4.NF.4a Understand a fraction abas a multiple of 1b e.g., Use a visual fraction model to represent 54 as the product 5 × 14, recording the conclusion with the equation 54= 5 × 14.
    • NY-4.NF.4b Understand a multiple of abas a multiple of 1b, and use this understanding to multiply a whole number by a fraction. e.g., Use a visual fraction model to express 3 x 25as 6 x 15, recognizing this product as 65, in general, n × ab= (n x a)b.
    • NY-4.NF.4c . Solve word problems involving multiplication of a whole number by a fraction.

    Essential Questions and Big Ideas

    How can I find equivalent fractions and compare fractions? 

    • Equivalent fractions can be found by drawing models or by multiplying or dividing by a whole.  
    • Fractions can be compared by drawing models or by giving the fractions the same denominator and comparing their number of pieces.  

    How can I use addition to represent non-unit fractions? 

    • Non-unit fractions can be written as the sum of unit fractions.  

    How can I use addition and subtraction to relate fractions?

    • Fractions with the same denominator or referring to the same whole can be added or subtracted by focusing on the number of parts.   

    How can I show equal groups relationships with fractions?

    • Fractions can exist in equal groups.  
    • If you have a whole number of equal groups of a fraction, you can multiply the whole number by the numerator to figure out how many total parts you will have.  The denominator would remain the same.    

    Download the complete Fractions framework to customize for your own planning.

  • Grade 1 Social Studies Unit 2

    Unit description: In this unit, the students will examine the role and characteristics of a citizen including appropriate actions and model behavior in specific contexts (i.e. classroom, community, etc.). They will develop a basic understanding of our connection to people and cultures across the world and how to protect and respect them both as well as develop an understanding of rules and laws, why they exist, and what consequences are. The students will examine the different levels of government at a local, state and national level and they will become familiar with economic terminology in the context of making economic decisions.

    Download the complete Grade 1 Social Studies – Civic Ideals and Practices framework to customize for your own planning.

    Essential Questions and Big Ideas

    • BI: Governments create rules and laws in order to protect and respect citizens and communities
    • What is a citizen and how do they behave?
      • Citizens are members of societies who have rights that are protected by laws and rules.
    • How do citizens protect and respect the world they live in?
      • Citizens full laws and rules and take care of their communities and neighbors.
    • How do citizens follow rules and laws?
      • Citizens follow rules by being kind and respectful of their spaces and people they are near.
      • Citizens follow a variety of laws that keep everyone safe, for example obeying traffic signs and lights.
    • What is the citizen’s role in government?
      • Citizens in America can vote when they are 18 to pick who they want in government.
      • Citizens can share how they feel to be a part of decision making.

    Prerequisite Skills

    “My Family and Other Families, Now and Long Ago” is organized around the same five units of study that organize kindergarten Social Studies—Individual Development and Cultural Identity; Civic Ideals and Practices; Geography, Humans, and the Environment; Time, Continuity, and Change; and Economic Systems. These units represent five of the unifying themes of social studies, and may be presented in any order.

    Download the complete Grade 1 Social Studies – Civic Ideals and Practices framework to customize for your own planning.

  • Grade 8 ELA Unit 3

    Comparative Literature

    Unit description: Students will compare and contrast the same text in various formats (audio, filmed, staged, etc.) to determine the impact and effectiveness of each. Students will look deeply within one text as well as across texts to identify elements of plot, and analyze how they interact with one another. Students will also work on the diction level to analyze the impact that specific words have on the development of the plot, mood, tone, and theme of each story. Students will respond in multiple formats (verbally, written, project, etc.) to convey their learning of the unit.

    Note: Each unit plan is generally taught over the course of one quarter of the school year. 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.

    These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

    Essential Outcomes

    Reading

    • 8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
    • 8R5: In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea.
    • 8R6: In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone. In informational texts, analyze how the author addresses conflicting evidence or viewpoints.
    • 8R7: Evaluate the advantages and disadvantages of using different media—text, audio, video, stage, or digital—to present a particular subject or idea and analyze the extent to which a production remains faithful to or departs from the written text.

    Language

    • 8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • 8L6: Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    Writing

    • 8W4: Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; explain divergences from the original text when appropriate.
    • 8W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 8 Reading Standards to both literary and informational text, where applicable.

    Speaking and Listening

    • n/a

    All Standards Addressed in this Unit

    • R1, R2, R3, R4, R5, R6, R7
    • L3, L4, L5, L6
    • W4, W5
    • SL1, SL4, SL6

    Essential Questions and Big Ideas

    • How do elements that are unique to a medium or genre impact a story’s meaning?
      • Authors make deliberate choices about the medium and literary devices that they use in their writing, including mood, tone, and diction.
      • These choices affect the meaning that is conveyed in a story.
    • Why do we compare and evaluate literature within and across mediums?
      • Good readers look for trends across genres and mediums to determine which is most effective at conveying a message or purpose.
      • Good readers create or use an established criteria to evaluate a text or text set.
    • How can I effectively convey new learning?
      • There are multiple formats to show new learning, including written and verbal.
      • Socratic Seminar is one way to effectively convey your synthesis of knowledge from a unit of study.

  • Kindergarten Math Unit 3

    Number Pairs, Addition & Subtraction to 10

    Unit description:  In this unit the students will learn to model composition and decomposition of numbers to 10 using a strategy i.e. actions, objects,  drawings, fingers, unifix cubes. They will read and write horizontal and vertical number bonds to represent composition and decomposition stories. They will compare values of numerals between 1 and 10. They will read, write and solve equations using the plus sign, minus sign and equal sign within 10.

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

    Essential Outcomes of the Unit

    Operations and Algebraic Thinking-Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

    • K.OA.1: Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations, or other strategies. Note: Drawings need not show details, but should show the mathematics in the problem.
    • NY-K.OA.5: Fluently add and subtract within 5.

    Counting and Cardinality- Compare numbers-Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 

    • NY-K.CC.6 6: Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group. Note: Include groups with up to ten objects.

    Other Standards Addressed in the Unit

    Counting and Cardinality- Compare numbers- Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

    • NY-K.CC.7. Compare two numbers between 1 and 10 presented as written numerals.

    Operations and Algebraic Thinking

    • NY-K.OA.2a: Add and subtract within 10. 
    • NY-K.OA.2b: Solve addition and subtraction word problems within 10.
    • NY-K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition with a drawing or equation.
    • NY-K.OA.4: Find the number that makes 10 when given a number from 1 to 9. Record the answer with a drawing or equation.

    Essential Questions and Big Ideas

    • How can knowing how to put together or take apart numbers help form other numbers? 
      • Composing and decomposing numbers builds fluency.
      • A whole can be broken into two parts and two parts can be joined to make a whole.
    • Why should numbers be decomposed to form different combinations of a specific number? 
      • Different combinations of numbers within 10 represent addition and subtraction.
    • What is the connection of an equation to a number combination?
      • Equations can be built by decomposing numbers in more than one way.
    • How are word problems connected to number combinations?
      • Word problems can be represented with objects or drawings.
      • Add to with result unknown (A + B = ), put together with total unknown (A + B= ), and both addends unknown (C = + ).

     

  • Grade 4 Social Studies Unit 3

    Colonial and Revolutionary Period in New York

    Unit description:  In this unit, students will study how European exploration led to the colonization of the region that became New York State and how important Colonial New York was during the Revolutionary Period. Students will study how Colonial New York became home to many different peoples, including European immigrants, and free and enslaved Africans and the relationships that existed between colonizing people and the Native Americans. In addition, students will examine the many conflicts between England and the 13 colonies over issues of political and economic rights.

    Download the complete Grade 4 Social Studies Unit 3 framework to customize for your own planning.

    Standards

    Standards: 1, 3, 4; Themes: MOV, TCC, GEO, SOC, GOV

    Essential Questions and Big Ideas

    Big idea of the unit: The Colonial and Revolutionary period was an extremely important time in New York’s history.

    • How did European exploration lead to the colonization of the region that eventually became New York State?
      • Europeans in search of a route to Asia explored New York’s waterways. Early settlements began as trading posts or missions.
    • Beginning in the early 1600s, how did New York become home to so many people from different countries? 
      • Colonial New York became home to many different peoples, including European immigrants, and free and enslaved Africans. Colonists developed different lifestyles.
    • What events led to the American Revolution and what role did New York State play? 
      • Growing conflicts between England and the 13 colonies over issues of political and economic rights led to the American Revolution. 
        New York played a significant role during the Revolution, in part due to its geographic location.
    • What was the role of Native American’s and African American’s during the time of the Revolution? 
      • African Americans and Native American’s volunteered to fight for both sides during the Revolutionary War.

  • Grade 5 ELA Unit 3

    Using Reasons and Evidence to Support Claims

    Unit description:  Students will locate and analyze how multiple  points of view are developed over the course of a text, and how points of view impact plot or text events. Students will use this knowledge to draft an argument of their own, and will provide key, relevant details to support their claim in writing and discussion. 

    Download the complete Grade 5 ELA Unit 3 framework to customize for your own planning. 

    Essential Outcomes

    Reading

    5R6. In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI) 

    5R8. Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. 

    Reading Foundations- Fluency

    5RF4. Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    5L1. Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    5L2. Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    5L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

    5L6. Acquire and accurately use general academic and content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

    Writing

    5W1 Write an argument to support claims with clear reasons and relevant evidence.

    Speaking and Listening

    5SL2: Summarize information presented in diverse formats (e.g., including visual, quantitative, and oral).

    Other Standards Addressed in the Unit

    • 5R6, 5R8 
    • 5RF3, 5RF4
    • 5L1 , 5L2, 5L3, 5L4, 5L5, 5L6
    • 5W1, 5W4, 5W5
    • 5SL1 -5SL6, 5SL2

    Essential Questions and Big Ideas

    How do strategic readers identify multiple points of view?

    • Good readers must locate and track points of view within and across stories and texts.
    • Readers determine how a point of view(s) impacts the plot of a story or events of a text. 
    • Readers consider authors’ points of view from multiple sources to synthesize their own argument.

    Why is it important to make and support a strong claim?

    • We make claims all the time in life; it’s important to provide valid support for your argument.
    • Authors make claims in their writing; good readers identify them and determine if they are valid by looking at the relevancy of their evidence. 
    • Good writers create their own claims and choose multiple pieces of relevant evidence to support them from different sources. 

    How can I use information from two or more texts to draft my own claim on a topic?

    • Good readers utilize multiple sources to consider various perspectives or view points about a topic.
    • Readers and writers synthesize claims from multiple sources to create their own argument on a topic. 
    • Writers must determine the relevancy of their evidence and choose the best evidence to support their claim.