In Module 4, students developed addition and subtraction fluency within 100 and …
In Module 4, students developed addition and subtraction fluency within 100 and began developing conceptual understanding of the standard algorithm via place value strategies. In Module 5, students build upon their mastery of renaming place value units and extend their work with conceptual understanding of the addition and subtraction algorithms to numbers within 1,000, always with the option of modeling with materials or drawings. Throughout the module, students continue to focus on strengthening and deepening conceptual understanding and fluency.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
Module 6 lays the conceptual foundation for multiplication and division in Grade …
Module 6 lays the conceptual foundation for multiplication and division in Grade 3 and for the idea that numbers other than 1, 10, and 100 can serve as units. Topics in this module include: Formation of Equal Groups, Arrays and Equal Groups, Rectangular Arrays as a Foundation for Multiplication and Division, and The Meaning of Even and Odd Numbers.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
Module 7 presents an opportunity for students to practice addition and subtraction …
Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data. Students represent categorical and measurement data using picture graphs, bar graphs, and line plots. They revisit measuring and estimating length from Module 2, though now using both metric and customary units.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
In Module 8, the final module of the year, students extend their …
In Module 8, the final module of the year, students extend their understanding of partwhole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
This module uses literature and informational text such as My Librarian Is …
This module uses literature and informational text such as My Librarian Is a Camel to introduce students to the power of literacy and how people around the world access books. This module is intentionally designed to encourage students to embrace a love of literacy and reading.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this module, students will use literacy skills to build expertise—using reading, …
In this module, students will use literacy skills to build expertise—using reading, writing, listening, speaking, and collaborative skills to build and share deep knowledge about a topic. This focus on research intentionally builds on Module 1, in which students explored the superpowers of reading. Specifically, students will seek evidence of culture, which can be thought of as the story of a group of people constructed through the generations; it can be evidenced through ancient and modern-day customs and traditions. The module will begin with a class study of the culture of Japan: Students will read Magic Tree House: Dragon of the Red Dawn, a book set in ancient Japan, paired with Exploring Countries: Japan, an informational text about modern Japan.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this eight-week module, students explore the questions: “Who is the wolf …
In this eight-week module, students explore the questions: “Who is the wolf in fiction?” and “Who is the wolf in fact?” They begin by analyzing how the wolf is characterized in traditional stories, folktales, and fables. Then they research real wolves by reading informational text. Finally, for their performance task, students combine their knowledge of narratives with their research on wolves to write a realistic narrative about wolves.
In this 35-day Grade 3 module, students extend and deepen second grade …
In this 35-day Grade 3 module, students extend and deepen second grade practice with "equal shares" to understanding fractions as equal partitions of a whole. Their knowledge becomes more formal as they work with area models and the number line.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
Module 2 uses place value to unify measurement, rounding skills, and the …
Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction. The module begins with plenty of hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units. Estimation naturally surfaces through application; this transitions students into rounding. In the modules final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
This 25-day module builds directly on students work with multiplication and division …
This 25-day module builds directly on students work with multiplication and division in Module 1. Module 3 extends the study of factors from 2, 3, 4, 5, and 10 to include all units from 0 to 10, as well as multiples of 10 within 100. Similar to the organization of Module 1, the introduction of new factors in Module 3 spreads across topics. This allows students to build fluency with facts involving a particular unit before moving on. The factors are sequenced to facilitate systematic instruction with increasingly sophisticated strategies and patterns.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
In this 20-day module students explore area as an attribute of two-dimensional …
In this 20-day module students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication. Students conceptualize area as the amount of two-dimensional surface that is contained within a plane figure. They come to understand that the space can be tiled with unit squares without gaps or overlaps. They make predictions and explore which rectangles cover the most area when the side lengths differ. Students progress from using square tile manipulatives to drawing their own area models and manipulate rectangular arrays to concretely demonstrate the arithmetic properties. The module culminates with students designing a simple floor plan that conforms to given area specifications.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
This 10-day module builds on Grade 2 concepts about data, graphing, and …
This 10-day module builds on Grade 2 concepts about data, graphing, and line plots. The two topics in this module focus on generating and analyzing categorical and measurement data. By the end of the module, students are working with a mixture of scaled picture graphs, bar graphs, and line plots to problem solve using both categorical and measurement data.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
This 40-day final module of the year offers students intensive practice with …
This 40-day final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter. The module begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations. Next students explore geometry. Students tessellate to bridge geometry experience with the study of perimeter. Line plots, familiar from Module 6, help students draw conclusions about perimeter and area measurements. Students solve word problems involving area and perimeter using all four operations. The module concludes with a set of engaging lessons that briefly review the fundamental Grade 3 concepts of fractions, multiplication, and division.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
Module 1A focuses on building community by making connections between visual imagery, …
Module 1A focuses on building community by making connections between visual imagery, oral accounts, poetry and written texts of various cultures with a focus on the Haudenosaunee (Iroquois) culture. Students will determine a central idea and demonstrate how gathering information from a variety of sources can help us understand a central idea more fully.| Module 1 also reinforces reading fluency, close text analysis, explanatory paragraph writing, and presenting to peers. The module reinforces the fact that Native Americans—specifically the Iroquois (Haudenosaunee, People of the Longhouse) —were early inhabitants of the New York region and state, and continue to contribute to the region’s history.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this eight-week module, students will learn about poetry and poets through …
In this eight-week module, students will learn about poetry and poets through close reading and writing to learn. Throughout the module, they will determine the characteristics of poetry and consider what inspires writers and poets. Students begin in Unit 1 by reading the first half of the novel Love That Dog by Sharon Creech. Students follow the main character, Jack, as he learns about poetry and begins to write his own. Students closely read and analyze poems Jack reads, including “The Red Wheelbarrow” by William Carlos Williams and “Stopping by Woods on a Snowing Evening” by Robert Frost. Throughout this unit, students track what Jack is learning about poetry alongside their own learning though these close readings. They also experiment with writing their own poetry inspired by their reading. Students practice summarizing the events in the novel and discuss how the main character’s attitude toward poetry begins to change in this half of the novel. In Unit 2, students engage in deeper analysis of Jack’s character and his inspiration through extended discussion prompts. They also learn to write informational paragraphs in order to summarize larger portions of the text. For the mid-unit 2 assessment, they write a summary of the entire novel.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this eight-week module, students explore animal defense mechanisms. They build proficiency …
In this eight-week module, students explore animal defense mechanisms. They build proficiency in writing an informative piece, examining the defense mechanisms of one specific animal about which they build expertise. Students also build proficiency in writing a narrative piece about this animal. In Unit 1, students build background knowledge on general animal defenses through close readings of several informational texts. Students will read closely to practice drawing inferences as they begin their research and use a science journal to make observations and synthesize information. Students will continue to use the science journal, using the millipede as a whole class model. They begin to research an expert animal in preparation to write about this animal in Units 2 and 3, again using the science journal. In Unit 2, students will continue to build expertise about their animal and its defense mechanisms, writing the first part of the final performance task—an informative piece describing their animal, the threats to its survival, and how it is equipped to deal with them. With their new knowledge about animal defenses from Unit 1, students will read informational texts closely, using the same science journal to synthesize information about their animal. Unit 3 allows students to apply their research from Units 1 and 2 to write a narrative piece about their animal that incorporates their research. This narrative will take the format of a choose-your-own-adventure. For their performance task, students will plan, draft, and revise the introduction and one choice ending of the narrative with the support of both peer and teacher feedback. The second choice ending will be planned, written, and revised on-demand for the end of unit assessment.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this module, students will read, write, and speak about the topic …
In this module, students will read, write, and speak about the topic of voting rights and responsibilities. In the first two units, students will read informational texts that focus on the women’s suffrage movement and the leadership of New Yorker Susan B. Anthony. Specifically, they will read firsthand and secondhand accounts of her arrest and trial for voting in a time when women were outlawed from doing so. Students then read The Hope Chest by Karen Schwabach, a historical fiction novel set in the weeks leading up to the passage of the 19th Amendment. They will continue to examine the idea of leaders of change and explore the theme “making a difference” by collecting evidence on how selected characters make a difference for others. After completing the novel, students will analyze this theme in selected passages of the novel and write an essay
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this 25-day module of Grade 4, students extend their work with …
In this 25-day module of Grade 4, students extend their work with whole numbers. They begin with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1). They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit (thousand, million, billion).
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
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