4_1_2M


 * Grade: 4 Unit1 Week: 2 Content: Math Dates: 8/27-8/31 **

**Theme Essential Question:** Why is number sense important to understand mathematics?

**Essential Questions:** How does being able to solve multi-step word problems using addition and subtraction relate to real world situations?


 * Standards: **
 * 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. [Only addition and subtraction this unit.] 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.
 * 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. For example, recognize that 700÷70= 10 by applying concepts of place value and division
 * 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >,=, and < symbols to record the results of comparisons.
 * 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
 * 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.


 * Objectives: **
 * I can round a whole number to any place up to 1,000,000.
 * I can use a variety of strategies, including the standard algorithm, to fluently add and subtract multi-digit whole numbers.
 * I can determine (know) if any answer is reasonable (makes sense).
 * I can write an equation for problems with/without variables.
 * I can solve multi-step problems.
 * I know which operation to use.

**Product** (eg. On Core Mathematics, Open response, teacher-made test, cooperative games/activities, etc.)
 * Assessment **
 * Have students to make up 3 and 4 digit numbers and write them in expanded form. With the numbers that theymake up have them put them in pairs and determine which sign (<, >, = )will make the equation correct. Have students to write about the numbers that they used. For ex. I have 125 buttons and Mike has 43 buttons, how many more buttons did I have than Mike?

**Key Questions** (match Standard)
 * Explain how you round a whole number to any place up to 1,000,000. (eg. How would you round 1,247 to the nearest 100?)
 * What strategy would you use to fluently add or subtract a multi-digit whole number? (eg. How would you add 364 to 2,433? How would your subtract 87 from 262?)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Explain how you know that your answer is reasonable? (eg. How do you know that 2,854 is closer to 3,000 than to 2,000? How do you know that 575 is a reasonable answer to 300 + 275?)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">How would you write an equation with or without variables? (eg. Write an equation for: Sally has 4 books and she checked out more for a total of 6 books. How many more books did Sally check out? Mark bought 4 CDs. He already had 12 CDs. How many CDs does Mark have in all?)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">How would you solve a multi-step problem? How do you know which operation to use? (eg. How would you solve: Jan bought 2 loaves of bread for $.85 each. How much did she spend? If she gave the cashier $2.00, how much change would she receive?)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**Observable Student Behaviors** (Performance)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Student will be able to explain how to round a whole number to any place up to 1,000,000.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Student will be able to use a variety of strategies to fluently add and subtract any whole number.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Student will be able to determine the reasonableness of an answer.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Student will be able to write an equation for a problem with/without variables.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Student will be able to solve multi-step problems.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Student will be able to know which operation to use in solving multi-step problems.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">1. Make sense of problems and persevere in <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">solving them. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">2. Reason abstractly and quantitatively. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">3. Construct viable arguments and critique the reasoning of others. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">4. Model with mathematics. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">5. Use appropriate tools strategically. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">6. Attend to precision. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">7. Look for and make use of structure. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">8. Look for and express regularity in repeated reasoning. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Mathematical Practices

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Multi-digit Whole Number <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Place <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Properties of Operations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Standard Algorithm <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">*Use <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">*Round <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">*Perform <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">*Add <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">*Subtract ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Vocabulary **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Math ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Place Value Understanding

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">**Suggested Activities:** [see Legend to highlight MCO and HYS] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Recommended Resource: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">These lessons focus on reading, writing, and sequencing numbers to 1,000; adding and subtracting multiples of 10, 100 and 1,000; using multiples of 10 and 100 to find the difference between any 3-digit number and 1,000; representing addition and subtraction on a number line; adding 3- and 4- digit numbers; using clear and concise notation for recording addition and subtraction strategies; identifying, describing and comparing addition strategies. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Gizmo:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Math Investigations Unit 5 – Landmarks and Large Numbers – Sessions 1.5-2.3
 * ** Cannonball Clowns (Number Line Estimation) **
 * Launch clowns from a circus cannon and try to hit the target. Drag digit cards on the control panel to set the launch distance and choose an appropriate unit of distance. After practicing your clown-launching skills on a number line, move on to the Big Top, Football Field, School Buses, the Golden Gate Bridge, and more! Teacher Guide and Student Exploration Sheet Available
 * ** Rounding Whole Numbers (Number Line) **
 * Place points on a number line. Round these values to the nearest ten or hundred. Visualize rounding by showing the number line as a hill or series of hills. These hills cause the points to roll to the nearest valley (nearest multiple of ten or one hundred). Teacher Guide and Student Exploration Sheet Available
 * ** Cargo Captain (Multi-digit Subtraction) **
 * You are the captain of an interplanetary cargo ship, delivering important supplies to the outer planets. The cargo can be stored in barrels, crates, and holds. (There are 10 barrels in a crate, and 10 crates in a hold.) Model multi-digit subtraction by unloading cargo on each planet. Teacher Guide and Student Exploration Sheet Available
 * ** Target Sum Card Game (Multi-digit Addition) **
 * Play an addition card game! The goal is to create a sum that is as close as possible to the target sum. Students will deepen their understanding of place value as they get better at playing the game. Many game options allow students to vary the game for more practice. The game can be played with one or two players. Teacher Guide and Student Exploration Sheet Available

**Odyssey Lesson:** Place Value and Expanded Form (Weeks 1 & 2)- found in Assignment Archive under District


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Homework **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Terminology for Teachers **

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px; line-height: 22px;">**SMART Board Lessons, Promethean Lessons** Place Value Build understanding of place value (hundredths through millions place). Division Strategies for dividing numbers - up to three-digit by two-digit division. Finding the Average Introduce mean average using a line plot. Measures of Central Tendency Describe the distribution of data using mean, median, range and mode. Include minimum and maximum values (outliers). @http://exchange.smarttech.com/details.html?id=4e1166b5-4b9c-4b21-b8aa-0b7df795bda0 Students are learning about place value, vocabulary, standard form and expanded form @http://exchange.smarttech.com/details.html?id=c0bd2c75-fa37-4e1e-b881-4729b162cb6d A concrete way to help students understand the meaning of place value. Place value rap and interactive games motivate and hold student interest. Used in a 3rd grade SCLC class, but can be modified for a general 3rd or 4th grade classroom @http://exchange.smarttech.com/details.html?id=a7a03c07-e19e-45ee-b651-fceb615428f4 Students will be able to determine the place value of numbers to the hundred millions place @http://exchange.smarttech.com/details.html?id=8834298a-fbda-4ff6-a84b-0b5bb0f47ce1 Place value review through millions as well as extra practice sheets attached as an additional resource. Games are linked to allow for practice in small groups ranging from easy to more difficult. @http://exchange.smarttech.com/details.html?id=b5d0a3f8-b75c-409e-940b-c641a817020a interactive lesson activities compatible with Singapore Math @http://exchange.smarttech.com/details.html?id=02f5edb7-9e80-4a98-968d-a5588841145e Introduction to place value, standard form, word form, and expanded form @http://exchange.smarttech.com/details.html?id=3bbc5a1f-1788-48b7-a660-cc0c6d1ed9c8 This lesson correlates to 3rd grade Everyday Math lesson 5.1. Students will first practice the place value place names and identifying which place each digit is in. They will then build numbers and write those numbers in expanded form. Finally, students will build numbers and put them in order @http://exchange.smarttech.com/details.html?id=da41864f-9b95-4489-be23-7db1c270bffb This lesson is a review of a 4th grade standard. Students must understand this concept before being able to round or estimate very large numbers (the 5th grade standard). In this lesson activity, students review the vocabulary place value, number,and digit. They will make a place value reference chart to help them sort a data set. There is also an extension game students can play @http://exchange.smarttech.com/details.html?id=c957537e-e454-4ec5-bcf1-d1ca84a5e417 expanded and standard form of numbers @http://exchange.smarttech.com/details.html?id=711a7424-5123-4a82-b652-e1ff57b63bbb This lesson was designed to help students practice their place value. @http://exchange.smarttech.com/details.html?id=0faf388b-620e-4644-aedd-2d88f790d9a8 This lesson activity provides practice in place values @http://exchange.smarttech.com/details.html?id=833c865f-aa7a-4167-a08d-880b4d9663c1 A math lesson that introduces more than, less than, and equalstoo @http://exchange.smarttech.com/details.html?id=26165bba-8ad0-4e59-b4ac-18ef82bd6576 A 21 page place value unit that reviews standard, written and expanded forms. Includes sounds, links, interactive activities, worksheets and descriptions for each page @http://exchange.smarttech.com/details.html?id=10fc4fcb-4581-451b-a998-943f9a44a537 Students will be interactive with numbers up to 9 digits @http://exchange.smarttech.com/details.html?id=5759635f-8e1e-4b4a-a800-9e1f84448ff5 Review / practice of number forms - expecially expanded form @http://exchange.smarttech.com/details.html?id=8d9722d8-29a7-4e4c-967f-2af4d355e42a Use Senteo interactive response system to test knowledge of expanded notation @http://exchange.smarttech.com/details.html?id=0695db67-32d6-45c0-ae80-452ddb733d54 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">This lesson reviews and reinforces place value vocabulary and concepts @http://exchange.smarttech.com/details.html?id=da52c858-3ae0-4490-8975-9c82afbe694a <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Academic Vocabulary. Understanding standard form @http://exchange.smarttech.com/details.html?id=b1e2159a-66f1-47d0-8aaf-51459710a4e2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Using landmark numbers between 0-10,000
 * ** AEGOM Lesson G4M001 **
 * ** AEGOM Quiz G4M001 **
 * ** AEGOM Lesson G4M004 **
 * ** AEGOM Quiz G4M004 **
 * ** AEGOM Lesson G4M022 **
 * ** AEGOM Quiz G4M022 **
 * ** AEGOM Lesson G4M023 **
 * ** AEGOM Quiz G4M023 **
 * ** Place Value **
 * ** Place Value Introduction **
 * ** Place Value **
 * ** Place Value Review for 3-5 graders **
 * ** Place Value **
 * ** Place Value Through Millions **
 * ** Place Value to the Ten-Thousands Place **
 * ** Reviewing Place Value of Very Large Numbers **
 * ** math expanded form **
 * ** Place Value **
 * ** Place Value to Hundreds **
 * ** Comparing Whole Numbers **
 * ** Place Value Pumpkins **
 * ** Place value **
 * ** Math Expanded Form **
 * ** Expanded Notation (Question set) **
 * ** Numeration **
 * ** Standard Form **
 * ** Landmarks in the Thousands **

@http://exchange.smarttech.com/details.html?id=6b5f010b-ff56-46cf-b3c9-ac06f778165d This lesson teaches the basics for rounding numbers using a number line and place value @http://exchange.smarttech.com/details.html?id=636d7a41-e399-4793-abf5-9525ae4e73d8 Rounding numbers and money @http://exchange.smarttech.com/details.html?id=079cf397-38f1-4cb0-964d-8a49d3f3804c I changed this a little bit to make it more interactive with the kids. It adds using the eraser and things for students to do. The lesson is about rounding. It has a placevalue reveiew at the beginning @http://exchange.smarttech.com/details.html?id=0bfd6bb0-5e47-48ae-897a-8e9c8b05fc06 Use the Senteo interactive response system to round integers up and down. @http://exchange.smarttech.com/details.html?id=f816648f-3aad-44a0-9d06-4736cb20f881 Round to the nearest tens and hundreds @http://exchange.smarttech.com/details.html?id=b23012d6-7e5e-4c20-acb5-9a204b3339e3 This activity will review basic concepts of subtraction: when to subtract estimation regrouping subtracting 2 digit numbers subtracting 3 digit numbers subtracting across zero @http://exchange.smarttech.com/details.html?id=c38fa9e0-8ff7-4504-9a4a-3831e5ea0877 Add and subtract 2-digit numbers with and without trading @http://exchange.smarttech.com/details.html?id=a71aa4a2-13dd-4360-a2e7-f28040ccae3f This lesson activity introduces subtraction with borrowing with practice exercises @http://exchange.smarttech.com/details.html?id=087d24d6-b376-4111-a528-b3cdd7a54df1 A caller say a number up to 12, teams double it and swat the number on a board with a fly swatter. Points kept on a scoreboard. Adaptable for number identification, addition, subtraction, multiplication and division @http://exchange.smarttech.com/details.html?id=a08d26ba-7f35-4d4d-8b10-f9b785b15c9f Practice in subtrating larger number with regrouping @http://exchange.smarttech.com/details.html?id=e42e9501-83a2-4efa-9b32-b6077533914d Grade 4 subtraction unit with correlated GLEs, learning targets, learning activities, notes pages, and worksheets @http://exchange.smarttech.com/details.html?id=d2ba3a4a-d85d-4f7e-988f-3078cc78d95f Students tap on each of the stars to get a random number and then write the numbers in the blocks. They then add the numbers together and may check their answers using the calculator provided @http://exchange.smarttech.com/details.html?id=dbae49b3-65fe-46f9-b9ab-db69ee23b2db Adding Three Digit Numbers with Regrouping @http://exchange.smarttech.com/details.html?id=362e232d-4121-4e34-a5ce-3e5e1a132af3 Practie in addition with regrouping @http://exchange.smarttech.com/details.html?id=08088143-d212-47c6-9450-376ed2c3c914 Students will gain an understanding of three different algorithms to add two digit numbers. The lesson has examples and a quiz at the end
 * ** Rounding Whole Numbers **
 * ** Rounding **
 * ** The King Said, "Off With Their Heads." **
 * ** Rounding Integers (Question set) **
 * ** Technology Facilitator **
 * ** Subtraction Review **
 * ** 2-digit Number Computation **
 * ** Subtracting Large Numbers **
 * ** Swat at the Facts **
 * ** Subtraction Activity **
 * ** Subtraction Unit **
 * ** Addition Snowman (3-digit with regrouping) **
 * ** Adding three digit numbers **
 * ** Fourth Grade Addition Activity **
 * ** Math: Basic Addition with Algorithm **

@http://illuminations.nctm.org/LessonDetail.aspx?ID=L317 This lesson builds on the previous lesson and encourages students to explore another model for multiplication, the familiar set model. Students find products using equal sets and present results in the form of a table. The students apply their knowledge about multiplication in the creation of pictographs. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L528 Students examine the role of commutativity and the multiplicative identity, play a multiplication game, and explore products where one of the factors is 6. They also create a "My Personal Multiplication Chart" to record products. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L316 In this lesson, students generate products using the number line model. This model highlights the measurement aspect of multiplication and is a distinctly different representation of the operation. The order (commutative) property of multiplication is also introduced. Students are encouraged to predict products and to answer puzzles involving multiplication. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L329 By playing card games and using the The Product Game applet, students practice the multiplication facts. As students continue to master their facts, the teacher closely monitors their progress. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L529 Students create multiplication stories where one factor is 6 or 7, and play a multiplication game to help them master their multiplication facts. @http://illuminations.nctm.org/LessonDetail.aspx?ID=U96 The following activities help children to develop number sense through activities involving collection, representation, and analysis of data. In addition, children practice reading and writing large numbers and use estimation to arrive at appropriate answers. This unit was adapted from "Count on Mathematics for Number Sense," by William R. Speer and Daniel J. Brahier, which appeared in Teaching Children Mathematics, vol. 2, no. 6, p. 351-56. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L367 In this activity for grades 4-6, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that will enable them to develop the concept of very large numbers. @http://illuminations.nctm.org/ActivityDetail.aspx?id=8 This applet explores the use of an abacus model for representing numbers and for performing addition. @http://illuminations.nctm.org/LessonDetail.aspx?ID=U85 In the following lessons, students participate in activities in which they analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain. The emphasis on using components of language is natural for students and helps them clarify the information depicted. This unit was adapted from an article entitled "Ideas: Football," by by J. David Keller, Daniel J. Brahier, and William R. Speer, which appeared in The Arithmetic Teacher, January 1993, pp. 264-77. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L588 In this lesson, students generate products using a number line model. Students are encouraged to predict the products and to answer puzzles involving multiplication.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Other Activities, etc. **
 * ** Exploring Equal Sets **
 * ** Finding Products **
 * ** Hopping on the Number Line **
 * ** Keeping It All Together **
 * ** Multiplication Stories **
 * ** Count on Math **
 * ** Making Your First Million **
 * ** Electronic Abacus **
 * ** Mathematics and Football **
 * ** Number Line Journeys **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Odyssey – Grade 4 Mathematics – Number Theory and Systems folder
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Nimble Numbers – Gr. 3-4, Place Value pg. 61-78; Addition pg. 79-95; Subtraction pg. 97-114; Multiplication pg. 115-128
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Landmarks in the Thousands – Investigations 1, 2, & 3
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">A Balanced Approach to Math - Gr. 4
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Harcourt Mathematics – Grade 4 – Rounding numbers pgs. 30-33; Extra Practice pg. 34; Review Test pg. 35; Adding and Subtracting Whole numbers pgs. 48-49; 50-51; 52-55; Extra Practice Pg. 58, Set C; Review Test Pg. 59 problems 1, 2, 12-16
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">10 Minute Math – Pg. 19; Pg. 21-23
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">On Core – Pg. 37-44
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Harcourt Practice Workbook – Grade 4 - Equations PW18; Expression/Equations with variables PW46


 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">English ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Arts
||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Math === ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd3/math.png link="commoncorepcssd3/4_1_1M"]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd3/PCSSDlogo.JPG link="@commoncorepcssd/home"]]