PII.C.CCI.7.EMG (CCI.7 Condensing ideas) Condense clauses in simple ways (e.g., changing: It’s green. It’s red. ‐> It’s green and red.) to create precise and detailed sentences.

PI.A.C.1.EMG (C.1 Exchanging information/ideas) Contribute to conversations and express ideas by asking and answering yes no and wh- questions and responding using short phrases.

PII.C.CCI.6.EMG (CCI.6 Connecting ideas) Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so).

C.5.D (Writing) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired;

C.5.F (Writing) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired;

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

3(11)(B)(i) Develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction and a conclusion.

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)

L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

PI.C.P.9.EMG (P.9 Presenting) Plan and deliver very brief oral presentations (e.g., retelling a story, describing an animal, etc.).

(D) Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10

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. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

(G) Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

(Y3) Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)

3.OA.5 Apply properties of operations as strategies to multiply and divide. Examples: 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.)

(C) Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row

3.MD.7 Relate area to the operations of multiplication and addition.

3.MD.7.D Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

(C) Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number

(Y3) Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)

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

(A) Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines

3.NF.2.A Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

(C) Determine if two given fractions are equivalent using a variety of methods

(Y4) Investigate equivalent fractions used in contexts (ACMNA077)

4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

(A) Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

(A) Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

(H) Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally

(Y5) Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)

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

(D) Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

(F) Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor

(Y5) Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-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.