Curriculum Connections

Students will finish working in this topic by moving from identifying flat shapes to identifying solid figures including: cones, spheres, cylinders, and cubes regardless of size and orientation. They will understand that they describe the position of shapes in the environment by being specific about their location. Students will use terms such as "above," "below," "besides," "next to," "in front of," and "behind" to describe the relative position of shapes in their environment. They will understand that they describe the position of shapes in the environment

Students will deepen their understandings of two- and three-dimensional shapes. They will analyze and compare attributes of shapes shown in different sizes and orientations. Students will sort 2D and 3D shapes by identified attributes. They will build shapes using concrete materials and will also use smaller shapes to build larger shapes.

Students will apply their knowledge of geometric shapes to identify which smaller shapes the girl used to compose the large shape seen.

Students will be solidifying their understanding that the equal sign indicates that both sides of any equation represent the same value. Students determine whether addition and subtraction equations are true or false, and they find the missing number in addition and subtraction equations. The Associative Property of Addition is also introduced as a way to group numbers flexibly to solve problems with three addends.

Students will collect, organize, represent, interpret, and compare data using picture graphs. Many of the problems about data are structured to represent a variety of addition situations (total number of data points, how many in each category) and subtraction situations (how many more, how many fewer).

Students will apply their understanding of making equations true or equal to determine how the boy can balance the two sides of the scale using counters.

Students will focus on representing and solving one- and two-step word problems involving addition and subtraction situations. Students represent the numerical relationships in word problems using drawings, bar diagrams, and equations with a symbol for the unknown number. Then they fluently add and subtract within 100 to find the solution. They also determine the unknown quantity in addition and subtraction equations.

1. Read the entire problem.

2. Rewrite the question as a statement.

3. Who or what is the problem about? Write it.

4. Draw your model.

5. Write and equation and solve it.

6. Fill in your answer. Check your work.

Students will apply their knowledge of two-digit addition and subtraction to identify how much water is left in the jug.

How can data be represented, analyzed and interpreted? In this topic, students will learn how to read and make picture and bar graphs. They will also solve word problems using information in graphs.

Should the school get swings or slides for the playground? A principal of a school starts by asking, "which is more popular, swings or slides?" as he works make purchases for the upper elementary playground. Students will look at data and make recommendations for what the school should buy.

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

How can sums and differences be estimated and found mentally? Students will use properties, patterns, and mental math to add and subtract within 1,000. Students will also use place-value understanding to round whole numbers to the nearest ten or to the nearest 100 so that they can estimate sums and differences.

How can you use equations to solve multi-step problems? In this topic, students will use all four operations to solve word problems. This topic is designed for students to gain a deeper understanding of the meaning and function of each operation. Finding hidden questions in word problems and using bar diagrams are two strategies students work with.

How should the cans be stacked? Students learn the length and width of a shelving area as well as the height and width of a can. Students then determine the best way the cans should be stacked. As usual, there are two examples of student work with different answers and approaches, giving students not only the chance to work this problem but to analyze the work of others.

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

How can you use arrays or multiplication to find the factors of a number? How can you identify prime and composite numbers? How can you find multiples of a number? Students will understand the meaning of factors and multiples by building on students’ understanding of multiplication. The concepts of prime and composite numbers are developed through an understanding of factors.

How can sums and differences of fractions and mixed numbers be estimated? What are common procedures for adding and subtracting fractions and mixed numbers? In this topic, students use equivalent fractions as a strategy to add and subtract fractions with unlike denominators.

Is the red bowl big enough? Students watch a video of a girl who is cooking from an online recipe. They see the quantities of each ingredient she needs to make banana bread, and they work to decide if her mixing bowl will be big enough.

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

What does it mean to multiply whole numbers and fractions? How can multiplication with whole numbers and fractions be shown using models and symbols? In this topic, students extend their understanding of multiplication with fractions. They look at multiplying a fraction by a whole number, multiplying a whole number by a fraction, and multiplying two fractions. They also look at multiplying mixed numbers.