Sample Math Backwards Planning Template K5
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1
2Sample
Math
Backwards
Planning
Template
(K5)
Topic
1:
Numeration
Grade
3
Date:
8
days
Step
1
Review
the
pacing
charts
for
the
number
of
days
to
be
spent
on
the
topic
and
the
state
standards
to
be
What
is
the
highest
level
of
understanding
expected
covered
for
this
topic.
Review
the
Math
Performance
Descriptors
located
on
the
inside
cover
of
each
of
students?
topic
book.
‐
6A6.3.01:
Read,
write
and
recognize
and
model
equivalent
representations
of
whole
numbers
and
their
place
Which
Standards/Priority
Standards
will
be
covered
values
up
to
100,000.
in
this
topic?
6A6.3.08:
Solve
problems
involving
descriptions
of
numbers,
including
characteristics
and
relationships
(e.g.,
greater
than,
less
than).
‐What
do
my
students
already
know?
Place
value
–
Numbers
to
100,
use
models
to
represent
tens
and
ones
and
to
compare
numbers,
use
symbols
to
compare
numbers
Counting
money
(dime
nickel,
penny,
quarter,
half
dollar,
one
dollar),
ways
to
show
the
same
amount
‐What
do
my
students
need
to
master
to
be
prepared
Equivalent
representations
to
hundred
thousands,
comparing
and
ordering
whole
numbers,
making
change,
solve
problems
with
bills
and
coins
up
to
$10.00,
making
an
organized
list
for
the
next
grade?
Step
2
Review
the
Priority
Standards
documents
for
this
topic.
Read
Math
Background
for
Teachers
How
does
the
key
math
in
the
topic
relate
to
the
Big
(front
of
Topic
Book)
to
clearly
understand
the
key
math.
Ideas
and
Essential
Questions?
What
other
content
areas
address
the
key
math
and
how?
‐
‐Numbers
can
be
represented
in
different
ways
to
show
the
same
value.
What
“Big
Ideas”
are
identified
as
the
key
math
for
‐Use
characteristics
and
relationships
of
numbers
to
solve
problems.
this
topic?
‐What
“Essential
Questions”
focus
the
key
math
in
‐How
can
you
represent
numbers
in
different
ways?
this
topic?
‐Why
are
characteristics
and
relationships
of
numbers
important
when
solving
problems?
‐I
can
represent
whole
numbers
to
100,000
in
different
ways.
‐What
are
students
expected
to
do
in
order
to
‐I
can
explain
the
value
of
any
digit
in
any
number
to
100,000.
demonstrate
mastery
expectations?
‐I
can
compare
quantities
and
use
numbers
patterns
to
solve
problems.
‐What
previous
knowledge
do
I
expect
my
students
‐I
can
use
objects,
pictures,
words
and
numbers
to
represent
quantities
to
1,000.
to
have
mastered?
‐I
can
explain
the
value
of
any
digit
in
any
number
to
1,000.
(See
Cross
Grade/Course
Level
‐I
can
explain
how
to
use
ones,
tens
and
hundreds
digits
to
compare
and
order
numbers
to
1,000.
Unwrapped
Priority
Standards
documents.)
Springfield
Public
Schools,
July
27,
2010
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