Learning Outcomes:

1. Students learn to explain the difference between an expression and an equation.

2. The name emphasizes why there might be an unknown in an expression or equation.

3. Learners are taught to use letters or other symbolic representations to denote unknown quantities.

Learning Outcomes:

1. Students recognize that variables are symbols used to represent unknown values and learn to interpret and write simple equations.

2. Students deepen their understanding of the relationships between basic operations, particularly how addition and subtraction interact with variables.

3. Students learn to apply the distributive property of multiplication, breaking apart numbers and demonstrating how multiplication can be distributed over addition or subtraction.

4. Students connect the study of variables to broader number relationships by emphasizing place value, using it to understand operations like multiplying decimals by whole numbers or dividing by 10.

Learning Outcomes:

1. Students are expected to use narrative contexts to construct and interpret mathematical expressions.

2. Students not only solve problems but also explain how they arrived at their answers.

3. Students learn to write expressions that capture the relationships indicated in story problems and evaluate those expressions by following the order of operations.

Learning Outcomes:

1. Understanding the concept of prime factorization as the process of breaking down a composite number into its basic building blocks—prime numbers.

2. Developing procedural skills through methods such as constructing factor trees to express composite numbers as a product of their prime factors.

3. Applying the knowledge of prime factorization to solve a range of problems, including simplifying fractions and finding the least common multiple.

4. Consolidating mathematical reasoning by comparing the properties of numbers, understanding divisibility rules, and gaining insight into number interrelations.

Learning Outcomes:

1. Students learn to define what the Greatest Common Factor is—that is, the largest number that divides two or more numbers without leaving a remainder. They are expected to identify all factors of given numbers and then determine which of these is the greatest common factor.

2. Learners use their understanding of G.C.F to solve real-world problems, such as finding the optimal grouping or sharing of items (for example, distributing pencils or other objects equally). This real-world application strengthens their grasp of the concept through contextual challenges.

3. The name encourages students to compare and contrast the G.C.F with related concepts (like the Least Common Multiple), helping them understand the broader numerical relationships. This reinforces the idea that numbers are related through their factors and multiples—a central theme of the unit.

4. Through activities that may involve methods like prime factorization or listing factors, students develop and articulate their reasoning processes. They learn to justify why the determined factor is indeed the greatest common one among the numbers in question.

Learning Outcomes:

1. I can explain the meaning of multiples.

2. I can identify common multiples of two whole numbers up to 12.

Learning Outcomes:

1. Explain the meaning of the least common multiple, demonstrating an understanding of the concept and its significance in mathematics.

2. Identify the least common multiple of two whole numbers up to 12.

Learning Outcomes:

1. Identify and understand the concept of factors (the numbers by which a given number can be divided evenly) and multiples (the results of multiplying a number by an integer).

2. Explore the relationships between numbers through comparing factors and multiples.

3. Use visual representations—such as Venn diagrams—to illustrate how different numbers share common factors or have common multiples.

4. Develop problem-solving strategies that require students to analyze patterns in factors and multiples, serving as a foundation for more advanced arithmetic and number theory.

Learning Outcomes:

1. Developing a visual understanding of multiplication using the area model.

2. Applying the distributive property by decomposing numbers into parts and calculating partial products.

3. Enhancing problem-solving skills through hands-on activities with area models and structured multiplication.

4. Verifying multiplication results by reconstructing the overall product from partial products.

Learning Outcomes:

1. Understand and explain the distributive property

2. Use area models to visually decompose multiplication problems

3. Recognize and analyze errors in problem solving

4. Apply the property to correctly compute the final product for multi-digit numbers

Learning Outcomes:

1. Students will be able to use the standard multiplication algorithm accurately.

2. They learn to break down a 2-digit multiplication problem into manageable steps.

3. Students will align partial products by place value and then sum these parts to obtain the final product.

Learning Outcomes:

1. Students will be able to multiply multi-digit numbers using the standard algorithm.

2. Students will develop fluency in carrying out the procedure for multiplying numbers that have more than one digit.

3. Students will use visual models, such as the area model, to represent and solve multiplication problems.

4. Students will be able to break down multi-digit computations into manageable parts.

5. Students will understand the reasoning behind the process of multiplication, connecting visual models with the standard written algorithm.

Learning Outcomes:

1. Apply multiplication to concrete situations.

2. Break down complexity through strategic problem decomposition.

3. Employ multiple methods for finding products.

4. Use estimation to ensure accuracy and reasonableness of their solutions.

Learning Outcomes:

1. I can use the area model to solve division problems.

2. Decompose a dividend into parts that can be represented as areas in a rectangle.

3. Visualize division through the construction of an area model diagram.

4. Apply this model to match and complete division problems correctly.

Learning Outcomes:

1. Students will learn to apply estimation strategies to divide whole numbers, practicing methods such as front‐end estimation, approximating using benchmark numbers, and separating wholes from parts to predict a quotient.

2. Learners are expected to use these strategies to assess the reasonableness of their computed answers by creating a mental 'check' that they can compare with their detailed calculations, minimizing errors in the final answer.

3. The name encourages students to develop mental arithmetic skills, enhancing their fluency and flexibility in handling more complex division tasks.

Learning Outcomes:

1. Students will learn how to correctly use the division algorithm to solve whole number division problems.

2. Students will practice setting up and executing the standard long-division procedure to find the quotient and any remainder.

3. Students will understand the significance of the remainder in practical contexts and decide if a situation results in exact division or leftovers.

4. Students will verify their work by using multiplication to ensure the completed division accurately represents the original value.

5. Students will apply the division algorithm in real-world contexts, translating real-life scenarios into division problems and interpreting the quotient and remainder.

6. The overall goal is to build confidence in performing multi-digit division and to interpret and use results meaningfully, including addressing remainders.

Learning Outcomes:

1. Students recognize division and multiplication as inverse operations.

2. They learn how a multiplication fact can 'undo' a division fact and vice versa.

3. Students understand that if a product divided by one of its factors returns the other factor, then they can verify a division operation by recombining through multiplication.

4. They develop a deeper conceptual understanding of why multiplication and division are intrinsically linked.

5. Students apply this understanding to solve multi-step problems, estimate and check the reasonableness of their answers, recognize familiar multiplication patterns in division problems, and perform error analysis.

Learning Outcomes:

1. Explain and apply multiple operations (addition, subtraction, and multiplication of decimals) to solve a single narrative problem.

2. Formulate equations based on real-life scenarios that involve measurement conversions and other quantitative relationships.

3. Use models and visual representations (such as area models or written problem-solving plans) to organize their thinking and communicate the steps involved in reaching a solution.

Learning Outcomes:

1. Explaining the patterns that arise when a decimal is multiplied by various powers of ten (such as 10, 100, and 1000).

2. Using these recognized patterns to accurately and efficiently compute products when working with decimals.

Learning Outcomes:

1. Master the process of multiplying decimals by whole numbers.

2. Recognize how the place value of digits is affected by multiplication.

3. Position the decimal point correctly in the product.

4. Use visual representations (such as the area model or grid models) to understand how decimals combine with whole numbers.

5. Apply strategies to real-world problems, such as calculating earnings.

6. Gain confidence in checking work by estimating results and comparing with model outcomes.

7. Build a deeper understanding of the underlying place value structures of decimals.

Learning Outcomes:

1. Use models (such as Base 10 grids) to represent the process of multiplying decimals.

2. Explain the emerging patterns when multiplying numbers in the tenths place, which helps clarify why the resulting product typically has its decimal placed in the hundredths position.

Learning Outcomes:

1. Students will be able to accurately break down multiplication problems into smaller parts using the area model, applying their understanding of place value for decimals.

Learning Outcomes:

1. Extend understanding of decimal multiplication to include hundredths.

2. Deepen understanding through visual models like area models and base-10 grids.

3. Practice correct placement of decimals in the final answer.

4. Apply strategies such as decomposing numbers or using area models.

5. Engage in error analysis and reflect on methods to build fluency and confidence.

Learning Outcomes:

1. Students can reliably use the standard algorithm to multiply decimals up to the thousandths place.

2. Students understand the importance of counting decimal places for proper decimal placement in the product.

3. Students develop precision and confidence in performing decimal multiplication, building on their prior work with visual models and estimation.

Learning Outcomes:

1. Students will learn to explain how decimals are used to represent measurements in the metric system, understanding how different metric units relate to one another and how decimals help in converting and comparing these units.

2. Students will learn to use decimal representations to express equivalent measurements, being able to convert between units and justify the placement of the decimal point when working with metric measurements.

Learning Outcomes:

1. Students learn to work with measurements expressed in decimals, practice representing, comparing, and converting units, and use appropriate decimal notation in real-world quantities.

2. Learners explore manipulating numbers using powers of ten, understanding how multiplying or dividing decimals by 10, 100, 1,000 affects the decimal point placement.

3. Students apply concepts through real-world situations, comparing measurement outcomes, using modeling strategies and standard algorithms to solve problems.

Learning Outcomes:

1. Develop students’ ability to work through real-world problems that require multiple steps using decimal operations.

2. Recognize and apply addition, subtraction, and multiplication of decimals in solving story problems.

Learning Outcomes:

1. Students should be able to explain the patterns that emerge when a decimal number is divided by 10, 100, 1000, and so on.

2. Learners are expected to apply and verify these patterns by solving examples, reinforcing their ability to correctly place the decimal point.

3. They develop a conceptual understanding of the relationship between the multiplication and division of decimals, recognizing that division by a power of ten is the inverse of multiplying by the same power of ten.

4. The name connects these ideas with estimation strategies that help students check the reasonableness of their answers.

Learning Outcomes:

1. Recognize Numerical Patterns: Students learn to identify recurring patterns when numbers are multiplied or divided by powers of ten, understanding that multiplying by powers of ten shifts the decimal point to the right, and dividing shifts it to the left.

2. Understand the Conceptual Relationship: The name emphasizes the relationship between multiplication and division by powers of ten, helping students gain insight into how these operations are inverse processes that change the magnitude of numbers without altering the inherent value of the digits.

3. Apply the Principles Practically: Learners are expected to use their understanding of powers of ten to solve multiplication and division problems involving decimals, focusing on accurately computing products and quotients and modeling these concepts through visual representations.

Learning Outcomes:

1. Developing an understanding of how to apply the standard division algorithm when the dividend is a decimal and the divisor is a whole number.

2. Using place value strategies to correctly position the decimal point in the quotient.

3. Emphasizing the importance of estimation and checking work to verify that the division result is reasonable.

4. Building mathematical reasoning skills by interpreting division in a context that may relate to real-world scenarios.

Learning Outcomes:

1. Developing the skill to set up and solve division problems correctly when the numbers have decimal places.

2. Using estimation to check the reasonableness of the results.

3. Employing standard algorithms or visual models (such as grids) to support their problem‐solving process and to explain how the processes work in a real‐world context.

4. Understanding the relationship between decimal division and place value concepts.

5. Interpreting the results accurately in problems that mirror real-life situations, thereby reinforcing their mathematical reasoning and fluency.

Learning Outcomes:

1. Understand and apply the order of operations rules, such as multiplying or dividing before adding or subtracting, and processing operations from left to right.

2. Evaluate expressions that include both whole numbers and decimals by carefully following the order of operations rules.

Learning Outcomes:

1. Identify the Effect of Grouping Symbols: Students will learn to recognize how parentheses (and other grouping symbols) affect the order of operations.

2. Evaluate Expressions with Grouping Symbols: Learners are expected to apply the order of operations correctly by evaluating numerical expressions that include grouping symbols.

Learning Outcomes:

1. Translating Word Problems: Students learn to carefully read and interpret scenarios, and then express these situations using mathematical symbols and operations.

2. Formulating Expressions: Learners develop the ability to construct a well-structured numerical expression that represents the relationships and operations described in the scenario.

3. Evaluating Expressions: After writing the expression, students are expected to evaluate it step by step, ensuring that they correctly apply arithmetic operations and the order of operations.

4. Application to Real-World Contexts: By working with examples such as savings scenarios or other narrative problems, students gain practice in applying their understanding of expressions to everyday situations.

Learning Outcomes:

1. Identifying Numerical Patterns: Students will learn to examine sets of numbers and determine whether a pattern exists.

2. Explaining the Underlying Rule: They are expected to articulate the rule that defines each pattern. This involves explaining how one term relates to the next in the sequence.

3. Using Algebra to Represent Patterns: The name emphasizes the use of letters or variables to represent unknown quantities within the rule for a pattern, bridging concrete numerical patterns with abstract algebraic thinking.