Curriculum Connections

In this topic, students use the correct words as they count 11 to 20 objects.

Count Quantities 11 to 20

As done previously with a lesser number of objects, students "tag" each object with one and only one number. It is important to note that the verbal sequence for the teen numbers 14, 16, 17, 18, and 19 follows a pattern by beginning with the ones place and then adding "teen" on the end. It can be confusing for students that the other numbers (11, 12, 13, and 15) do not follow that same verbal pattern. The written pattern, however, for the teen numbers is clear and consistent, and it should be emphasized. Lessons also reinforce the important concept that when counting a group of objects, the last number name said tells how many objects are in the group.

Make the Numbers 11 to 19

Students compose all of the teen numbers by putting together 10 ones and "some more". They represent composition with ten frames, objects, drawings, and equations (i.e. 10+4=14).

Find Parts of Numbers 11 to 19

Students decompose all of the teen numbers by breaking apart the number into 10 ones and the remaining ones. They represent decomposition with objects, drawings, and equations.

This topic helps students understand how numbers relate to place value and prepares students for place value concepts that will be introduced in later grades.

Students will use what they know about counting, as well as addition and subtraction, to determine what items are missing from the box of vegetables.

In this topic, students develop an understanding of measurement, focusing on the concept of length.

Key Vocabulary

The topic introduces key vocabulary such as longer, shorter, and taller to help students compare and describe objects based on their lengths.

Measuring Using Standards and Nonstandard Units

Students begin by identifying length as a measurable attribute and practice comparing the lengths of different objects. They then explore nonstandard units of measurement, such as paper clips or linking cubes, to determine the length of objects. Through these activities, they learn that accurate measurement requires units to be placed end-to-end without gaps or overlaps to ensure consistency.

Comparing Lengths

Students extend their learning by ordering objects by length, arranging them from shortest to longest or tallest to shortest. These experiences lay the foundation for understanding standard units of measurement, which will be introduced in later grades.

In this topic, students develop foundational skills in telling time and understanding money. This topic introduces essential concepts that connect mathematics to everyday life

Money

Students are introduced to U.S. coins, including pennies, nickels, dimes, and quarters. They learn to identify and compare these coins based on their values and physical characteristics. By counting groups of coins, students begin to develop skills that set the stage for future work with money and problem-solving.

Time

Students begin by learning to tell time to the hour and half-hour using both analog and digital clocks. They explore the features of a clock, including the hour and minute hands, and understand how these hands move to represent different times of the day.

Students will use their understandings of time to determine what time it will be when the bucket is empty.

In this topic, students will be estimating, measuring, and comparing lengths using different nonstandard and standard units of measurement.

Use Nonstandard Units to Measure Lengths
Students learn to estimate length in nonstandard units by using familiar objects, such as paper clips, and personal referents, such as a thumb.

Choose Appropriate Tools and Units
Students are introduced measuring tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Measure with Customary and Metric Units
Students use rulers, yardsticks, meter sticks, and measuring tapes to measure objects in the classroom to the nearest customary or metric unit (inches, feet, yards, centimeters, and meters).

Measure Lengths Using Different Units
Students measure the same object with two different units to develop an understanding of how the measurements relate to the size of the unit.
Compare Lengths
Students use addition and subtraction to compare two lengths.

Identifying 2D and 3D Shapes

Students learn to recognize triangles, quadrilaterals, pentagons, and hexagons by examining the number of sides and the number of vertices of the shape. They learn about polygons and angles, including right angles. They use these attributes to describe and draw different 2D shapes, as well as cubes.

Equal Shares

Students use 1 inch square tiles to help them divide rectangles into equal squares. They use repeated addition to count the squares. This reinforces their earlier work on arrays and lays a foundation for understanding the concept of area. Students also partition rectangles, squares, and circles into 2, 3, or 4 equal shares and identify the shares as halves, thirds, or fourths. Additionally, students divide rectangles into equal shares that do not have the same shape. This work lays a foundation for understanding fractions.

Students will use their understanding of shapes and their attributes to determine which shape used the most straw to make.

How do you compare and order fractions? How do you determine if fractions are equivalent? In this 12-day topic, students focus on finding equivalent fractions using models and number lines. Students also compare fractions with the same denominator, the same numerator, and by using benchmark fractions.

This is the first topic of Quarter 4.

Who Made the Larger Burger? Students compare the hamburgers made from 1/4 lb. of beef with the hamburgers made from 1/3 lb. of beef.

Note: 3-ACT Math is only in the odd-numbered topics.

How can time, capacity, and mass be measured and found? In this 15-day topic students learn to tell time to the minute, working to solve word problems including elapsed time. Students also learn to estimate and measure both liquid volume and mass and solve word problems involving both.

How can you convert from one unit to another? How can you be precise when solving math problems? In this 14-day topic, students work with customary units of length, capacity, and weight and then work with metric units of length, capacity, and mass. They end the topic by solving perimeter and area problems.

This it the first topic of Quarter 4.

How many pounds of water are in the tower? Students work to convert the 500,000 gallons of water in the water tower to a weight measurement.

Note: 3-ACT math is only in the odd-numbered topics

How can you use a rule to continue a pattern? How can you use a table to extend a pattern? How can you use a repeating pattern to predict a shape? In this 10-day topic students work with number sequences and determining rules for number and shape patterns.

How is the value of a numerical expression found? In this nine-day topic, students learn to evaluate expressions and write and interpret numerical expressions.

This is the first topic of Quarter 4.

Is the claim true? Two students watch a video that tells them that two times the length of your leg minus the sum of the distance around your head and the distance across your palm is half your height. They are then given measurements for both girls and have to determine if the claim is true.

Note: 3-ACT math is only in the odd-numbered topics.

How are points plotted? How are relationships show on a graph? In this 5-day topic, students learn about the coordinate system, how to graph data using ordered pairs, and solve problems using ordered pairs.