Curriculum Connections

Sort and Classify Objects

Students will classify objects and pictures according to whether they possess a given attribute or do not possess the given attribute. This method of classifying is appropriate for young children because objects can easily be classified into two groups (i.e. Ladybugs or NOT Ladybugs).

Count and Record Results

After students sort and classify their objects and pictures, they will count the number of objects in each category and record their results. Students can use tally marks to help with keeping track of their data, but will record their results in the chart using numerals. Students will also compare the number of objects in each category using academic vocabulary such as greater than, less than, and equal to.

Students will BEGIN working in this topic by identifying shapes as two-dimensional (flat) or three-dimensional (solid).

Flat Shapes

They first part of this topic focuses on naming squares, circles, triangles, rectangles, and hexagons regardless of orientation or size. Students will also recognize shapes in everyday objects (i.e. The sail on the boat is a triangle.).

Students will use apply what they have learned about classifying and counting data to figure out how the boy should color the last animals so that there is equal number of orange and blue and an equal number of striped and NOT striped animals.

Student will develop fluency with facts to 10 and use strategies to solve problems with differences up to 20.

SUBTRACTION STRATEGIES:

Count Back: Students will start at the greater number and count back to find the difference. Number lines are used to illustrate this strategy.

Make 10 to Subtract: Students will break apart a number to "make ten" and then subtract the remaining part.

Fact Families: Students will understand the relationship between addition and subtraction.

Use Addition to Subtract: Students will understand that subtraction can be solved as an unknown-added problems

Students will also solve different types of addition and subtraction word problems with unknowns in different positions.

Students will apply their understandings of addition strategies to figure out what spins the second game player spun.

Students will learn to subtract two-digit numbers within 100 using strategies that employ a hundred chart, subtracting and adding up on an open number line, breaking numbers apart, and using compensation. Students will also learn to solve one-step and two-step word problems involving addition and subtraction. These problems include "add to," "break apart," and "compare" situations. Bar diagrams and equations are used to represent the relationships between the quantities in the problems. Use of Greg Tang's Six Step Problem Solving Process is helpful with these word problems.

Students will develop computational fluency in subtraction within 100 using models and place-value strategies. Students will begin by using models and drawings to find differences. It is helpful to remind students to organize their drawings of tens and ones into a ten-frame like arrangement to stay organized. It is also important to help students understand how to effectively "break apart" numbers to subtract to "make ten" so that they can easily subtract the remaining ones or part. Students will continue to solve one-step and two-step word problems involving addition and subtraction.

Students will apply their understandings of subtraction strategies and place value within 100 to determine how many socks were dropped.

What are the strategies to solve multiplication and division facts? In this topic, students will learn various strategies, such as using patterns, a multiplication table, skip counting, and known facts to solve multiplication and division facts and find fluency with their facts. (Note: fluency means having efficient strategies to solve facts where automaticity means being able to provide an automatic response from memory.)

How many cheese sticks will there be? Students will apply what they know about multiplication to figure out how many cheese sticks there will be after both blocks are sliced. Not only do students get to apply their new skills to a real world scenario, but they can analyze the student work contained at the end of Act 2. Are those correct? If not, where did the student(s) go wrong?

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

How does area connect to multiplication and addition? In this first topic of Unit 2 (Measurement and Data Part 1), students will apply their multiplication and addition knowledge to finding area. They start with unit squares and progress to using multiplication. By the end of the topic students use the distributive property to find the area of irregular shapes.

How can quotients be estimated? How can the steps for dividing be explained? In this topic, students learn to divide up to four-digit dividends by 1-digit divisors, finding both whole number quotients and remainders. Students start by dividing multiples of 10 and 100 to find place-value strategies. They learn to estimate quotients to lay a foundation for establishing what a reasonable answer would be. Students learn multiple strategies including using partial quotients.

How much would snacks for the entire grade cost? Students need to learn how many classes--and students in each class--are in the entire grade. Then they take the cost and number of packages in each box to determine how much the snacks will cost for the entire grade. Not only do students get to apply their knowledge to a real world scenario, but they can analyze the student work contained at the end of Act 2. Are those correct? If not, where did the student(s) go wrong?

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

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.

What are some common procedures for division and why do they work? In this topic, students build on what they learned about division in fourth grade. They start with place value patterns and estimation to determine reasonable quotients. Students then progress to dividing four-digit dividends by two-digit divisors. Students will connect the partial quotients strategy to the standard algorithm.

What is the greatest number of pancakes he can make using those ingredients? Students will apply what they know about division to determine how many pancakes the man in the Act One video can make. Not only do students get to apply their knowledge to a real world scenario, but they can analyze the student work contained at the end of Act 2. Are those correct? If not, where did the student(s) go wrong?

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

What are some common procedures for estimating and finding quotients involving decimals? In this topic, students start by dividing a decimal by a power of 10 to understand place value patterns. They then work with estimation to help them determine the reasonableness of their answers. Students then use models and use what they know about dividing whole numbers to work on dividing decimals to the hundredths place.