# Unit 1 - Place Value to 999

• (SCROLL DOWN TO READ WHAT STUDENTS WILL LEARN IN EACH UNIT)

STUDENTS WILL KNOW:
• ~ Use appropriate mathematical language in discussions: hundreds, tens, ones, skip count, base-ten, number names to 999 (e.g., one, two, thirty, etc.), numeral, digit, value, place value, standard form, word form, expanded form, greater than (>), less than (<), equal to (=), compare

• ~ Determine the value of any given digit within a number as well as determine the value of the whole number.
• ~  Decompose and construct a three-digit number, regardless of the order of groupings (e.g., 3 tens + 5 hundreds OR 5 hundreds + 3 tens; 3 + 900 + 10 OR 900 + 10 + 3)

• ~  Represent numbers in a variety of ways (base ten blocks, expanded form, number word, standard form).

• ~  Compare two three-digit numbers using <, >, =.

• ~  Explain the difference between the place and the value of a digit.

• ~  Skip count by 5s, 10s, and 100s from any given number within 1,000.

• ~  Use mental math strategies to add or subtract 10 or 100 to any

number.

• ~  Fluently add and subtract within 20 using mental strategies (number

talks, etc.).

# Unit 2 - Problem Solving

• Click Here:  Types of Math Story Problems

~Use addition and subtraction within 100 to solve one-step word problems using add to/start unknown; take from/start unknown; compare/bigger unknown;   and compare/smaller unknown.

~ Use addition and subtraction with single-digit addends to solve two-step word problems.
• ~  Apply known strategies (number line, open number line, hundreds chart, drawing, and/or concrete manipulatives) to solve problems.

• ~  Write an equation to represent a word problem.

• ~  Determine the position of the unknown quantity in a word problem.

• ~  Use a symbol to represent the unknown position in an equation.

• ~  Fluently add and subtract within 20 using mental strategies (doubles, plus1, or plus 2). *Refer to 1.OA.6 for additional mental strategies.

• ~  Tell and write time to the nearest 5 minutes from an analog or digital clock, using a.m. and p.m.

• ~  Solve word problems involving either dollars or cents.

• ~  Identify and determine value of sets of coins (pennies, nickels, dimes).

~ (Review) Use skip counting as a strategy to determine the final amount.

# Unit 3 - Geometry

• ~ Use appropriate mathematical language in discussions: attribute, feature, angle, side, triangle, quadrilateral, square, rectangle, trapezoid, pentagon, hexagon, cube, face, edge, vertex, surface, figure, shape, closed, open, partition, equal size, equal shares, half, halves, thirds, half of, a third of, whole, two halves, three thirds, four fourths, partition, rows, columns, quarter.

• ~  Recognize, name, and draw shapes based on their attributes (quadrilateral, triangle, pentagon, hexagon, cube).

• ~  Partition a rectangle into same-size squares or square like regions.

• ~  Determine the total number of squares within a partitioned rectangle.

• ~  Partition circles and rectangles into two, three, or four equal shares.

• ~  Describe shares using words such as halves, thirds, half of, a third of,

fourths, etc.

• ~  Describe the whole as two halves, three thirds, four fourths.

• ~  Recognize that equal shares of identical wholes need not have the

same shape.

• ~  Recognize that equal shares within the same whole need not have the

same shape.

• ~  Explain why their partitioning of a shape is valid and equal.

# Unit 4 - Measurement & Data

• ~Use appropriate mathematical language in discussions: about, a little less than, a little more than, longer, shorter, inch, foot, yard, centimeter, meter, tools, ruler, yardstick, meter stick, measuring tape, tape measure, estimate, standard unit, units, customary, metric, length, number line, point, equally spaced, partitioned

•   ~ Select appropriate tools to measure length.

•   ~ Use tools to measure length.

•   ~ Describe how two measurements of the same object using different units relate to one another.

•  ~  Recognize that the same object can be measured with more than one unit type (i.e., feet or inches; meters or centimeters).

• ~  Estimate lengths using inches, feet, centimeters, and meters prior to measuring.

•   ~Reflect on the accuracy of the estimate after measuring.

•   ~ Determine the difference in lengths between two different objects using a standard length unit.

•  ~  Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units by using drawings and equations.

•   ~ Represent a problem using drawings and equations with a symbol for the unknown number.

# Unit 5 - Represent & Interpret Data

• ~Use appropriate mathematical language in discussions: collect, organize, display, show, data, attribute, sort, line plot, picture graph, bar graph, question, category, chart, table, most, least, more than, less than, about, same, different, measure, inch, foot, yard, centimeter, meter, length, quarter, dollar, \$, cent, ¢.

• ~  Identify dollars and quarters and their value.

• ~  Solve word problems involving pennies, nickels, dimes, quarters, and dollars.

~ Create line plots and analyze data.

~ Create picture and bar graphs and analyze data.

~ Solve one-step put together, take apart, and compare problems using information from a bar graph.

# Unit 6 - Place Value Strategies to Add & Subtract to 1,000

• ~Use appropriate mathematical language in discussions: fluent, compose, decompose, place value, digit, ten more, ten less, one hundred more, one hundred less, add, subtract, sum, equal, addition, subtraction, equation.

~Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

• ~  Add up to four two-digit numbers using strategies based on place value and properties of operations (i.e., number lines, decomposing with number bonds, model drawings, base ten blocks, place value discs, etc.)

~ Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

~  Relate mental strategies used to add and subtract to a written method (i.e., number lines, decomposing with number bonds, model drawings, skip-counting, etc.).

Mentally add 10 or 100 to a given number, 100-900.

~ Mentally subtract 10 or 100 from a given number 100-900.

~ Explain why addition and subtraction strategies work, using place value and the properties of operations.

# Unit 7 - Foundations of Multiplication

• Students will be able to:

• ~  Use appropriate mathematical language in discussions: odd, even, row, column, rectangular array, equal, addend, commutative property of multiplication

• ~  Determine if a number is even or odd.

• ~  Decompose even numbers into two equal addends or parts (e.g.,10=5+5).

• ~  Count by twos to determine if a number is even or odd.

• ~  Use concrete objects to model odd and even numbers.

• ~  Use repeated addition to represent rows and columns in an array.

• ~  Solve word problems involving monetary values (dollars or cents).

• ~  Applying known strategies (number line, open number line, hundreds chart, model, and/or concrete manipulatives) to solve problems with start unknown, change unknown, result unknown, and two-step word problems using numbers less than 100.

Multiplication Websites and Links

Ice Cream Multiplication:  Ice Cream Multiplication
Last Modified on October 7, 2016