● For your Common Core curriculum.
● Learn how to use leveled texts to differentiate instruction in mathematics.
● The high-interest text is written at four different reading levels (1.5-2.2, 3.0-3.5, 5.0-5.5, and 6.5-7.2) with matching visuals.
● Practice problems are provided to reinforce what is taught in the passage.
● Each book features 15 different topics and includes a teacher resource CD-ROM with a modifiable version of each passage in text format and full-color versions of the texts and image files.
● 144 pages each.
● CCSS Product Alignment Math Grade 3 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).
● Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
● 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
● Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters.
● 3.MD.5a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
● 3.MD.5b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
● 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
● 3.MD.7a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
● 3.MD.7b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
● 3.MD.7d 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.
● 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
● 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm, kg, g, lb, oz., l, ml, hr, min, sec.
● Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
● Record measurement equivalents in a two-column table.
● For example, know that 1 ft is 12 times as long as 1 in.
● Express the length of a 4 ft snake as 48 in.
● Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), … 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
● For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
● 4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
● 4.MD.6 Measure angles in whole-number degrees using a protractor.
● Sketch angles of specified measure.
● 5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
● 5.MD.3a A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
● 5.MD.3b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
● 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
● 5.MD.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base.
● Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
● 5.MD.5c Recognize volume as additive.
● Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
● 6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.
● 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes, apply these techniques in the context of solving real-world and mathematical problems.
● 6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism.
● Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
● 6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures.
● Apply these techniques in the context of solving real-world and mathematical problems.
● 7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.