Scope and Sequence in Math Objectives: 2.1 Investigate the scope and sequence of mathematics for grades K-8. 2.2 Examine how a scope and sequence is used for long-term curriculum planning.

Definitions Scope is the material or skills to be taught over a given time period. Sequence is the order in which you teach these skills and material over a given time. Content standards are the subject matter students should know. Performance standards are what students should be able to do.

Purpose Putting both scope and sequence together brings order and organization to student learning. It allows learners and instructors to know where they are headed in the process of learning. It allows learners to see the bars that are set for them and instructors to visualize, plan, and organize for a given time period. Without a clear scope and sequence, learners and instructors might miss important concepts and learning.

Process Create a matrix. Locate state or district standards. Identify math topics. Align skills. Create aligned assessments. Outline a 1-year plan

Process Create a matrix. Time Period Content Skills Assessment Ensure it has all of the categories shown above and includes enough room for an entire school year.

Process 2. Locate standards. Time Period Content Skills Assessment 7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour. 2. Locate standards. Conduct an Internet search. Find them at your district office.

Process 3. Identify math topics. Time Period Content Skills Assessment Ratios of Proportional Relationships (RP) Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour. 3. Identify math topics. Identify specific content topics. List all topics in the content section with the standards.

Process 4. Align skills. Time Period Content Skills Assessment Ratios of Proportional Relationships (RP) Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour. 7. Math Practices.2. Reason abstractly and quantitatively. 7.Math Practices.6. Attend to precision. 4. Align skills. Identify learning skills connected to content areas. Incorporate each learning skill listed in the standards. Include process skills for each week as needed.

5. Create aligned assessments. Process Time Period Content Skills Assessment Ratios of Proportional Relationships (RP) Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour. 7. Math Practices.2. Reason abstractly and quantitatively. 7.Math Practices.6. Attend to precision. The students will, in small groups of 3 or 4, problem solve to determine the ratio of the area of their desk to the entire classroom. They will use measuring sticks or tapes and draw a diagram depicting their results. The students will, with a partner, determine the distance from their desk to the door in proportion to their room to the Library. They will draw a diagram and show measurements in both Metrics and Feet/Inches. The students will write in their journals the process they went through for each activity as well as the computations made. 5. Create aligned assessments. Consider and describe technology resources. Describe special modifications in assessment strategies, equipment, instruction, and materials. Consider multiple assessments for each topic. Use performance tasks for each topic. List required materials. You can assess recall of math knowledge; understanding and application of concepts in math; and math processes.

Process 6. Outline time. Time Period Content Skills Assessment 1st Week in 1st Quarter Ratios of Proportional Relationships (RP) Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour. 7. Math Practices.2. Reason abstractly and quantitatively. 7.Math Practices.6. Attend to precision. The students will, in small groups of 3 or 4, problem solve to determine the ratio of the area of their desk to the entire classroom. They will use measuring sticks or tapes and draw a diagram depicting their results. The students will, with a partner, determine the distance from their desk to the door in proportion to their room to the Library. They will draw a diagram and show measurements in both Metrics and Feet/Inches. The students will write in their journals the process they went through for each activity as well as the computations made. 6. Outline time. Generate a pacing schedule for each standard. Decide the sequence of the topics to be taught. Take holidays and breaks into consideration. May be organized by months, quarters, or weeks.

7. Work until you have a 1-year plan! Process Time Period Content Skills Assessment 1st Week in 1st Quarter Ratios of Proportional Relationships (RP) Analyze proportional relationships and use them to solve real-world and mathematical problems. 7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour. 7. Math Practices.2. Reason abstractly and quantitatively. 7.Math Practices.6. Attend to precision. The students will, in small groups of 3 or 4, problem solve to determine the ratio of the area of their desk to the entire classroom. They will use measuring sticks or tapes and draw a diagram depicting their results. The students will, with a partner, determine the distance from their desk to the door in proportion to their room to the Library. They will draw a diagram and show measurements in both Metrics and Feet/Inches. The students will write in their journals the process they went through for each activity as well as the computations made. 2nd Week in 1st Quarter 3rd Week in 1st Quarter 4th Week in 1st Quarter 7. Work until you have a 1-year plan!