Curriculum Connections

In this topic, students build confidence in counting and recognizing numbers to 100.

Counting Using Patterns

Students recognize and use patterns to count numbers up to 30, strengthening their number sequencing skills.

Counting by Ones and Tens

They practice counting forward by ones and tens to 50, reinforcing their understanding of number order and grouping. Students can see that objects can be easily counted when they are arranged in groups of 10.

Counting to 100

Students extend their counting skills by reaching 100, both by ones and tens, helping them recognize larger numbers. Students also continue to learn about written and verbal patterns in the counting sequence as they count by ones and tens, beginning from any number.

Problem-Solving with Number Structure

They apply their counting knowledge to identify patterns, complete sequences, and solve simple number-based problems.

In this unit, students build foundational measurement skills, helping students develop an awareness of size, weight, and capacity.

Describing Measurable Attributes

Students learn to describe objects by their length, height, weight, and capacity, using words like "longer," "shorter," "heavier," and "lighter." They learn that some objects can be describe by more than one measurable attribute.

Comparing Objects

They practice directly comparing two objects with a common attribute, determining which has more or less of that characteristic.

Sorting and Classifying

Students group objects based on measurable attributes, reinforcing their understanding of size and weight differences.

Problems Solving with Measurement

They apply their knowledge to real-world situations, using reasoning to compare and describe objects accurately.

Students will use what they know about counting to 100 to determine how tall the girl is in cubes.

In this topic, students use attributes to identify, build, draw, compose, and decompose 2D and 3D shapes.

Identifying and Describing Shapes

Students learn to identify 2-D and 3-D shapes by their defining attributes—like the number of sides, corners, or faces—while understanding that non-defining attributes (such as color or size) don’t change a shape’s identity.

Building and Drawing 2D Shapes

Students practice drawing, tracing, and constructing shapes, reinforcing their understanding of how different forms are structured.

Composing and Decomposing Shapes

Through hands-on exploration, students combine simple shapes to create larger ones They also learn how shapes can be broken down into smaller parts.

Comparing and Classifying Shapes

They recognize similarities and differences among shapes, sorting them based on shared attributes (e.g., all squares have four equal sides, but rectangles do not).

Exploring Three-Dimensional Shapes

Moving beyond flat figures, students investigate spheres, cubes, cones, and cylinders, identifying how they are different from 2-D shapes and applying their knowledge to real-world objects.

In this topic, students begin to develop a foundation for working with fractions in later grades.

Understanding Equal Shares

Students learn that when a shape is divided into parts, each section must be the same size to be considered equal. They partition shapes into two and four parts, exploring halves and fourths.

Describing and Comparing Equal Shares

Using words like "half, ""fourth," and “quarter,” students explain how shapes are divided. Students describe the whole as two half shares or four quarter shares.

Creating and Identifying Equal Shares

Through hands-on activities, students divide shapes such as circles and rectangles into equal parts. They practice drawing and folding shapes in different ways to reinforce their understanding.

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

In this topic, students use their addition and subtraction within 100 skills to solve problems involving measurements.

Solving One-Step and Two-Step Word Problems with Length
Students apply their addition and subtraction skills to solve simple word problems involving length. For example, they might figure out how much farther one person jumped than another or how long two objects are when placed end-to-end. As they grow more confident, students tackle two-step problems that involve both addition and subtraction. These multi-part problems require careful thinking and help students learn to organize and solve problems step by step.

Using Number Lines to Represent Length
Students learn to use number lines as a visual tool for understanding length problems. They represent measurements as jumps on the number line, helping them make sense of adding and subtracting distances.

Choosing the Right Tools and Units

Throughout the topic, students practice selecting the best tools and units for measuring different objects. They learn that some units are more appropriate than others depending on the size of what they are measuring.

In this topic, students learn how to collect, organize, and interpret data.

Collecting and Organizing Data
Students begin by measuring everyday objects to the nearest inch. They learn to organize this information using tables and tally charts, preparing them to create more complex graphs.

Constructing, Reading, and Interpreting Line Plots

Students learn about line plots, which are used to display data along a number line. They plot individual data points (such as the lengths of pencils) and use them to answer questions and to make comparisons. Line plots help students understand how data is spread out across a range and interpret frequency.

Constructing, Reading, and Interpreting Bar Graphs
Students will work with bar graphs, where they represent data with bars. They learn how to title their graphs, label categories, and compare data. Reading bar graphs helps them answer questions like "Which has the most?" or "How many more?"

Constructing, Reading, and Interpreting Picture Graphs
Students explore picture graphs, where each image or symbol represents one or more items. They practice reading these graphs to answer questions and begin creating their own simple graphs using the given data.

Students will use their understanding of data and graphs to determine how many of each sized hat she should buy for her team.

How can you organize and group two-dimensional shapes? In this 10-day topic, students focus on classifying shapes by side length, number of sides, and angles. Students learn about quadrilaterals and understand that shapes in different categories may share attributes and that the shared attributes can define a larger category.

How many rhombuses does it take to tip the scale the other way? Students see a balance scale with trapezoids on one side. They have to figure out how many rhombuses need to be added to the other side in order to tip the scale.

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

How can perimeter be measured and found? In this 7-day topic students will learn that the perimeter of a figure is a measurable attribute, that the perimeter of common shapes can be found with a standard formula, and that perimeters and areas are independent of one another.

What are some common geometric terms? How can you measure angles? In this 10-day topic, students develop an understanding of angle concepts including angle measurements.

What angle do you need to use to make the shot? Students see a boy playing a video game called Game of Angles Mini Golf on a tablet. They need to determine what type of angle the boy needs to choose to bounce off a structure to make it into the hole.

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

How can you classify triangles and quadrilaterals? What is line symmetry? In this 9-day topic, students learn how shapes can be analyzed, described, and classified with attention to properties of sides, angles, and lines of symmetry. Students learn that shapes can have more than one name depending on the level of classification.

How can number patterns by analyzed and graphed? How can number patterns and graphs be used to solve problems? In this 10-day topic, students learn to generate and analyze numerical patterns. They identify a relationship between two patterns and graph the relationship on a coordinate plane.

Who stacks more cups in two minutes? Students see a boy and a girl stacking cups on different tables. Students have to use the pattern they can see at one minute to determine who stacked the most cups in two minutes.

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

How can triangles and quadrilaterals be described, classified, and named? In this 7-day topic, students study and evaluate the properties of triangles and quadrilaterals. Students learn how shapes can have more than one name, depending on the level of classification.