Embedded Files
Our daily Math Workshop begins with a mini-lesson kicked off with a number talk or warm up. Next, students rotate through math stations, working independently or in partnerships and small groups. Teachers host small groups or 1:1 learning to focus on skill development. The workshop concludes with a wrap-up that might include sharing, review of teaching point, or a preview into the next day's work.
Unit 6: Geometry
Unit 6: Geometry
March
March
Unit 5
Unit 5
February
February
Addition & Subtraction Number Stories & Measurement
I can show and solve one- and two- step addition problems within 100
- I can use place value to add numbers within 100
I can show and solve one- and two- step subtraction problems within 100
- I can use place value to subtract numbers within 100
I can measure and estimate lengths using standard units
I can solve money word problems about dollars and coins
- I can write an equation that matches the story problem I have read.
- I can choose appropriate models when showing my thinking in math.
- I can organize my work.
I can solve a variety of word problems that may ask me to figure out the start unknown, change unknown or result unknown
- I can write an equation that matches the story problem I have read.
- I can choose appropriate models when showing my thinking in math.
- I can organize my work.
Unit 4 Max's Money
Unit 4 Max's Money
January
Addition and subtraction are used to represent and solve many different kinds of problems.
Essential Questions:
Essential Questions:
• How can the context of a problem situation and its interpretation lead to different representations?
• How are properties of addition central in justifying the correctness of computational algorithms?
Home Connections:
Home Connections:
• Draw an open number line to show the difference between two different cent values.
(Example: 65 cents and 19 cents.) Then show the difference on a number line in a different way.
Prove your answer with an open number line.
Prove your answer with an open number line.
Now, solve the same problem a different way on the open number line.
Now, solve the same problem a different way on the open number line.
Constant Difference
Constant Difference
Unit 3
Unit 3
November - December
Our focus this unit is all about adding and subtracting by groups of ten, regrouping, and thinking about numbers in Base-10 format (Ask your child about what "Flats", "longs", and "cubes" are equal to!). We are thinking about numbers holistically-- 134 is equal to 100 + 30 + 4. This will come in handy in the next few months when we are adding and subtracting two digit numbers. We will be playing games like What's It Worth and Pathways to 100.
Student Friendly Goals:
Student Friendly Goals:
- I can mentally add and subtract 10 and 100 from any number.
- I can show and explain place value within 1000.
- I can read, write, and compare numbers within 1000.
- I can tell and write time to the nearest quarter hour.
- I can solve money word problems about dollars and coins.
- I can measure using centimeters and inches.
Home Connections:
Home Connections:
• Skip counting by 10 close to a century change. For example, start at 183 and count on by tens and count into the 200s. Count forward and backwards.
• Count a group of coins at home. Then add dimes and count on adding more dimes.
• Practice telling time to the quarter hour on an analog clock . Especially time to the three-quarter hour, example 2:45 AM (Vocabulary: quarter to, quarter past, half past)
Try These Links at Home:
Try These Links at Home:
(Log into Google Classroom for Xtramath)
• Xtra Math https://xtramath.org/#/signin/student_other
• NumTanga https://gregtangmath.com/numtanga
• Breakapart http://gregtangmath.com/breakapart
• Base 10 Blocks https://www.mathlearningcenter.org/resources/apps/number-pieces and open up the relevant application for your device. For example, Web App https://apps.mathlearningcenter.org/number-pieces/
Place Value Practice - Links For Home:
Place Value Practice - Links For Home:
• https://www.commoncoresheets.com/oat.php?oattype=Math/Values/Identifying%20Groups%20of%20100
• https://www.commoncoresheets.com/oat.php?oattype=Math/Counting/Skip%20Counting%20(5s%2010s%20100s)
• https://www.commoncoresheets.com/oat.php?oattype=Math/Values/Understanding%20Places%20(3%20Digit)
• https://www.commoncoresheets.com/oat.php?oattype=Math/Counting/Counting%20Up
Unit 2
Unit 2
October - November
We have begun Unit 2 in Math! Our focus this unit will focus on addition and subtraction facts (including doubles facts, +0 and +1, and adding by 10s). We are still practicing counting coins, addition word problems, and telling time.
Student Friendly Goals:
Student Friendly Goals:
- I can fluently add and subtract within 20.
- I can use a variety of strategies to add three or more addends.
- I can identify and explain odd and even numbers.
- I can use place value and a variety of strategies to add and subtract numbers within 100.
- I can use words, pictures and numbers to show how I solved a problem.
Home Connections:
Home Connections:
• Practice place value! Whenever your child is talking about numbers, ask them which digit is in the ones, tens or hundreds place. Then ask your child the value of each of the digits in the number. For example, “What digit is in the hundreds place?” “What is the value of that digit?”
• Use the shortcut to subtract 9. First subtract by 10. Then add one. See the example below:
• Ask your child to solve addition and subtraction equations using mental math. For example, “We’ve been driving for 15 miles. We’re going to drive 8 more miles. How many miles will he have driven in all?” Your student might say, “I can break apart the 8 into 5 and 3 to get to a “friendly” ten. 15 and 5 makes 20. Then I can add 3 more to make 23. See the Make a ten strategy below:
Unit 1
Unit 1
September
In this unit, our mathematicians are adding and subtracting within 20, telling time to the nearest 5 minutes, solving addition word problems, counting coins, and adding and subtracting within 20! We are thinking about math tools available to us like 100 grids and ten frames. We have played games such as Snap-It, Addition Top-It, Spillover, and Roll and Write the Time.
Student Friendly Goals:
Student Friendly Goals:
- I can fluently add and subtract within 20.
- I can read, write, and compare numbers to 1000.
- I can count by 5s, 10s, and 100s within 1000.
- I can show and explain place value within 100 (end of year standard is 'within 1,000').
- I can solve money word problems about dollars and coins and model my thinking.
- I can use what I know to help me solve new problems.
Home Connections:
Home Connections:
• Ask your student to list all the ways they can add to make numbers 5 through 10! (2+3 = 5, 4+1 = 5, 5 + 0 = 5, etc...). We call these combinations of numbers. This practice will reinforce skills needed when adding into the teens.
• Be on the lookout for analog clocks (a rarity these days). Practice telling time to the nearest quarter hour. Pose time questions such as, "How many more minutes until it's time for bed?" or "You are going to soccer practice in three hours. What time are you going to soccer practice?"
• Practice counting coins! We are in the time of PayPal, Credit Cards and Venmo. Children rarely see money or have the opportunity to practice counting and identifying coins. Set a goal to purchase a desired object. Occasionally, empty your pockets/change purse. Tell your child, "If you can count the coins, you can add the coins to your savings."
KICKING OFF THE SCHOOL YEAR
KICKING OFF THE SCHOOL YEAR
August - September
In the first five math lessons of the school year, students participate in Jo Boaler’s Week of Inspirational Math (WIM). The different tasks were chosen so that students see math as a broad, interesting, and visual subject that involves deep thinking and fosters math practices.
Students will learn important growth mindset messages that will help them feel confident, try harder all year, persist with problems and embrace mistakes and challenges.
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