Determine quantities, relationships between quantities and number systems and their representations, in various cultures, especially in historical and contemporary Dakota and Anishinaabe communities; relate to the properties of operations; assess reasonableness of the results.
Anchor Standard 1 emphasizes number sense in all four operations: addition, subtraction, multiplication, and division.
Students will represent whole numbers in standard, expanded, and word form. They will represent fractions in decimal, expanded, and word form.
Using knowledge of place value, students will order whole numbers, decimals, and fractions. They will round whole numbers to the nearest 10, 100, 1,000, etc.
Students will write equations, solve or estimate the answer, and assess for reasonableness. They will decompose numbers to aid in multiplication and division.
Read and write whole numbers from zero to 1,000,000 using base-ten numerals, number names and expanded form.
Use place value to describe whole numbers from zero 1,000,000 in terms of millions, hundred thousands, ten thousands, thousands, hundreds, tens and ones. Use place value understanding to round whole numbers to the nearest 10, 100, 1,000, 10,000 and 100000.
Compare and order whole numbers from zero to 1,000,000 based on meanings of the digits in each place.
Estimate sums and differences within 1,000,000, using strategies based on place value, approximation, properties of operations and/or the relationship between addition and subtraction to assess the reasonableness of results. Use the inverse relationship between addition and subtraction and estimates to justify solutions.
Flexibly decompose numbers to efficiently multiply whole numbers up to four digits by a one-digit and multiply two two-digit numbers. Justify the calculation by using equations, rectangular arrays and/or area models.
Use the relationship between multiplication and division to divide whole numbers to the thousands place by one-digit divisors. Divide two-digit divisors that are multiples of 10 by whole numbers to the thousands place. Strategies may include mental strategies, partial quotients, the commutative, associative and distributive properties and repeated subtraction.
Write numerical equations to represent and solve multiplication and division word problems, including problems in which remainders must be interpreted.
Read, write, represent and plot on a number line fractional values between zero and three, including mixed numbers and fractions greater than one.
Apply the concept of numerator and denominator to compare and order fractions between zero and three, using strategies like benchmarks, number lines and models.
Read and write decimals with words and symbols; use place value and concrete connections to dollars and cents to describe decimals in terms of thousands, hundreds, tens, ones, tenths and hundredths.
Read and write decimals with words and symbols; use place value and concrete connections to dollars and cents to describe decimals in terms of thousands, hundreds, tens, ones, tenths and hundredths.
Recognize the relationship between decimals and fractions. Read and write decimals and fractions in both decimal and fraction notations using words, symbols and expanded form; know the fraction and decimal equivalents half, one quarter and three-quarters.
Time to garden! Buy a few seed packets (they can be the same type of seed, or different), and prepare a few pots or a garden plot outside. A raised bed would be a great investment for your school community!
Determine how many seeds are in one packet, then estimate how many seeds you will have altogether. Divide the seeds among your pots or plot segments: how many seeds should be planted in each pot? Consider each seed's needs: if each seed needs to be planted 1.5 inches apart, how many seeds can we fit in this garden plot?
Possible Extension: Write equations to represent each step of your gardening process. Create multiplication arrays using your garden's harvest! Continue your division practice by determining how much of the harvest each student will get to enjoy.
Make multiplication arrays using items you find in nature (leaves, twigs, rocks, acorns, pinecones, grasses, etc.). Send students into your outdoor space to collect as many items as they can in a set amount of time. Remember: if the object is dead, down, and on the ground, you can pick it up. Otherwise, leave it be!
Students will need a special spot to place their collected items: you could use hula hoops, draw circles in sidewalk chalk, or draw circles in the snow! Once students have completed their collection, instruct them to create arrays using their natural items. How many different arrays can you create?
Record the factor pairs that students discover during their investigation. Take photos or instruct students to sketch their arrays to continue the activity indoors!
Depending on the season, take your students outside to make daisy chains or leaf crowns! First, teach your students how to create these chains. Then, collect your materials and get to work!
Do some measurements and calculations: how long is one daisy stem? If my crown has 12 daisies, approximately how long is my crown? Check your work by measuring. How long would a crown be if it had 26 leaves? Or 200?
In this activity, students will practice multiplication by measuring items using a pinecone as their measurement unit! Each student will pick their favorite pinecone (or leave, stick, rock, etc.), and determine the length of their pinecone in centimeters. Then, they will use their pinecone to measure items in your outdoor space!
How many 6cm pinecones long is your clipboard? Or the table? Your friend? How many centimeters are those items? 6cm x 20 = 120cm. Students will record their calculations in a notebook, then compare their work with a classmate.