Curriculum Connections

Students will continue to explore the concept of subtraction and will continue to work on representing subtraction as "taking apart" or separating and "taking from" or taking away. Students will learn to write an equation to show subtraction.

Students will represent subtraction word problems in different ways including with objects, drawings, and equations. They will see how each object, picture, or part of an equation represents a quantity in the word problem.

Students will also use patterns to develop fluency with subtraction facts within 5, such as if zero is subtracted from a number, the difference is that number. Seeing subtraction facts for a number organized in a list helps students notice other patterns as well.

Students will apply their knowledge of addition and subtraction to determine how many apple slices are in the bowl.

Students will use their understanding of place value to compare two-digit numbers. They will identify number patterns and use tools, such as place value blocks and the hundred chart, to help name numbers that are 1 more, 1 less, 10 more, and 10 less.

Students will use their understanding of place value to compare numbers using the terms greater than, equal to, and less than They will learn the meanings of the comparison symbols >, =, and <. Students will also learn to use these symbols to compare two-digit numbers with the help of place value charts and number lines.

Students will use their understandings of place value and comparing numbers to figure out who will have the greatest number.

Students will wrap up lessons from the beginning of this topic focusing on using place value blocks and drawing to model and write three-digit numbers and to name the value of each digit in a three-digit number.

Students will then use place-value patterns and mental math to help them count by 1s and 10s from a given number within 1,000. They will also observe patterns as they skip count by 5s, 10s, and 100s using a number line.

Students will learn to compare three-digit numbers using place value. They will be taught to start with the greatest place value and work towards the least place value. Students will write comparisons using the symbols >, <, and =. They will also make comparisons using a number line.

Students will expand their understanding of place value and addition to add three-digit numbers with sums up to 1,000. They will use their place value knowledge to mentally add 10 and 100 to a three-digit number. Students will revisit previously taught addition strategies including: adding using models, adding on an open number line, and adding using partial sums. Students will use these different addition strategies and explain why they work.

**Reminder - When using models, especially with three-digit numbers, it is important to remind students to set their models up similar to tens frames on their place-value charts.

Students will apply their knowledge of place value (hundreds, tens, and ones) to find the total number of coins in the jar.

What strategies can be used for multiplying by multiples of 10? In this eight-day topic, students will use patterns, mental math, and properties to multiply numbers by multiples of 10.

Students may have started this topic in January and may be finishing in February.

How many tickets did they sell? Students use the total amount of money collected to figure the amount of tickets sold in this two-step problem that requires both subtraction and solving a multiplication number sentence with a missing factor.

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

What are ways to solve 2-step problems? In this 10-day topic, students focus on how to solve 2-step word problems involving addition, subtraction, multiplication, and division of whole numbers.

How can you describe a fraction using a unit fraction? How can you multiply a fraction by a whole number? In this seven-day topic, students will focus on the understanding of multiplying fractions by whole numbers. Students will also focus on using the four operations to solve time problems.

Is he keeping his New Year's Resolution? Students watch an initial video of a boy and all the ways he uses screens. He makes a New Year's Resolution to cut down on his screen time. Students compare line plots of December screen time and January screen time to determine if the boy is keeping his New Year's Resolution.

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

How can you solve problems using data on a line plot? How can you make a line plot? In this eight-day topic, students will learn how to read, make, and interpret line plots that represent measurements given in halves, fourths, and eights of a unit. Students will also learn how to read, make and interpret frequency tables, bar graphs and picture graphs.

How can line plots be used to represent data and answer questions? In this eight-day topic, students represent and interpret data on a line plot with an emphasis on data involving fractions. Students then apply their understanding of line plots and operations with fractions to solve problems.

Students may have started this topic in January and may be finishing in February.

How many bags of ice do you need to fill the cooler? Students watch a video showing a cooler, some sodas in the cooler, and a bag of ice. They need to take other information on the size of each ice cube and the size of the bag to make their best determination of how much ice will be needed to fill the cooler.

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

What is the meaning of volume of a solid? How can the volume of a rectangular prism be found? In this nine-day topic, students explore concepts of volume measurement for rectangular prisms and some composite solid figures. They relate volume to multiplication and addition.