# All Lessons

### Produce Rhyming Words

This phonics lesson gives students practice in producing rhyming words with short and long vowel sounds. Teacher instructions are included throughout the lesson.

### Decode Words

This phonics lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will identify and use appropriate words and vocabulary based on subject matter and context. This lesson is the beginning level of decoding words (words containing only the phonetic code the student has already learned) and includes the following digraphs: th, sh, ch, wh, ck, and ng. Non-decodable words are not included because students must be taught the sounds of the different phonic patterns.

### Interpret Data

All examples in this lesson should be the completed data charts created in the organizing and representing data lesson.

### Combine Positive and Negative Terms

(C) Represent integer operations with concrete models and connect the actions with the models to standardized algorithms

6.3.D(D) Add, subtract, multiply, and divide integers fluently

7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

7.NS.1.D7.NS.1.D Apply properties of operations as strategies to add and subtract rational numbers.

### Multiply and Divide Positive and Negative Terms

7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

7.NS.2.A7.NS.2.A Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

7.NS.2.B7.NS.2.B Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world contexts.

7.NS.2.C7.NS.2.C Apply properties of operations as strategies to multiply and divide rational numbers.

### Fluently Add and Subtract

(G) Apply properties of operations to add and subtract two or three numbers.

2.4.A(A) Recall basic facts to add and subtract within 20 with automaticity

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

ACMNA055(Y3) Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

Algebra Textbook Chapter 1

### Fluently Multiply

(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

4.4.B(B) Determine products of a number and 10 or 100 using properties of operations and place value understandings

(Y3) Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

ACMNA075(Y4) Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

4.NBT.54.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.

Algebra Textbook Chapter 1

### Explain How Illustrations Contribute to a Story

This reading literature lesson explains how pictures add information to a story (e.g., create mood, emphasize aspects of a character or setting). In this lesson, students will describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Also aligns with 3.RL.3.)

### Plan and Write Informative Text

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2.AW.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.2.BW.3.2.B Develop the topic with facts, definitions, and details.

W.3.2.CW.3.2.C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.3.2.DW.3.2.D Provide a concluding statement or section.

This writing lesson helps students practice writing informative text. In this lesson, students will read given research notes on a topic, then develop a topic sentence, supporting detail sentences, and a concluding sentence using a graphic organizer. (Also aligns with standard 3.W.7.)

### Fraction Word Problems: Addition and Subtraction

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

### Use Addition Strategies

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

ACMNA055(Y3) Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.61.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.NBT.41.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

2.OA.22.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

### Use Subtraction Strategies

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

ACMNA055(Y3) Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.61.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

2.OA.22.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

### Use Division Strategies

(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

3.4.J(J) Determine a quotient using the relationship between multiplication and division

3.5.B(B) Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

5.3.C(C) Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

(Y2) Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

ACMNA075(Y4) Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

ACMNA076(Y4) Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)

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

3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

3.OA.73.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

5.NBT.65.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-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.

### Discern Main Idea (Implied)

This reading comprehension lesson focuses on discerning implied main ideas and supporting evidence in a text. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students read the text and determine which sentences are supporting evidence for a common idea. Then, they choose the implied main idea from four possibilities. In addition to the lesson, there are eight pages of Independent Practice and review with questions modeled after current adaptive testing items.

### Fluently Divide

(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

3.4.J(J) Determine a quotient using the relationship between multiplication and division

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

(Y3) Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

ACMNA075(Y4) Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

ACMNA121(Y5) Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)

### Describe the Government of the Roman Republic

This world history lesson asks students to describe the government of the Roman Republic. In this lesson, students will read passages about the Roman Republic and their Consuls, Senate, Assembly, and Dictators. Then, they fill out the graphic organizer and answer the appropriate questions.

### Analyze the Main Idea

This reading informational text lesson covers how to analyze central ideas in an informational text. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students have to identify the topic sentence and summarize the key details of each paragraph, and then analyze how these facts support the given central idea.

### Translate Geometric Figures

8.G.1 Verify experimentally the properties of rotations, reflections, and translations:

8.G.1.A8.G.1.A Lines are taken to lines, and line segments to line segments of the same length.

8.G.1.B8.G.1.B Angles are taken to angles of the same measure.

8.G.1.C8.G.1.C Parallel lines are taken to parallel lines.

This geometry lesson teaches students how to translate geometric figures. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will translate geometric figures. Students will also verify the properties of translated figures. This lesson can be used with rulers and protractors or with geometric software.