| Lesson |
Vocabulary |
Objective |
| 1.1 |
Math Message, number line |
To introduce the Math Message routine; and to review number sequences and number lines. |
| 1.2 |
tool kit, pattern-block template |
To introduce the tool kits; and to find the values of coin combinations. |
| 1.3 |
calendar, ordinal numbers |
To review months, weeks, and days; and to review telling time. |
| 1.4 |
|
To practice addition facts; and to establish partnership principles. |
| 1.5 |
tally marks |
To introduce the slate routine; and to practice making and counting tallies. |
| 1.6 |
|
To review grouping by tens; and to practice exchanging $1, $10, and $100 bills. |
| 1.7 |
digit, Math Boxes |
To review place value; and to introduce the Math Boxes routine. |
| 1.8 |
number scroll, even number, odd number |
To establish rules for working in small groups; and to review number patterns and sequences. |
| 1.9 |
number grid |
To explore place-value patterns on number grids. |
| 1.10 |
equivalent names |
To give equivalent names for numbers; and to review calculator use. |
| 1.11 |
|
To count on the calculator; and to look for patterns while counting. |
| 1.12 |
relational symbols, is equal to, is less than, is greater than |
To compare numbers using the relation symbols <, >, and =; and to introduce Home Links. |
| 1.13 |
temperature, thermometer, Fahrenheit, Explorations, base-10 blocks, cube, long, flat |
To read and display temperatures; to combine values of ones, tens, and hundreds using base-10 blocks; and to recognize addition facts on dominoes. |
| 1.14 |
|
Unit 1 Review and Assessment |
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| 2.1 |
addition number story, label, unit box, number model |
To make up, represent, and solve addition number stories. |
| 2.2 |
addition fact, +0 facts, +1 facts, +0 shortcut, +1 shortcut, fact power |
To review +0 and +1 addition facts; and to practice addition facts in which one of the addends is 0, 1, 2, or 3. |
| 2.3 |
doubles facts, sum, Facts Table, row, column, and diagonal |
To review and practice the doubles facts. |
| 2.4 |
turn-around facts, +9 facts, +9 shortcut, (commutative property of addition) |
To review the turn-around shortcut for addition; and to discover and practice a shortcut for addition facts that have 9 as an addend. |
| 2.5 |
doubles-plus-1 facts, doubles-plus-2 facts |
To explore and practice doubles-plus-1 and doubles-plus-2 facts. |
| 2.6 |
subtraction number story, -0 facts, -1 facts, -0 shortcut, -1 shortcut |
To review the -0 and -1 shortcuts; and to identify the subtraction facts related to given addition facts. |
| 2.7 |
ounce, pound, pan balance, heavier, lighter, in balance, spring scale |
To use a pan balance and spring scale; to experience the ounce/pound relationship; and to find the total number of objects in equal groups. |
| 2.8 |
fact family, fact triangle |
To demonstrate the inverse relationship between addition and subtraction; and to practice addition and subtraction facts for sums up to and including 10. |
| 2.9 |
name-collection box |
To review the concept that a number can be names in many ways. |
| 2.10 |
Frames-and-Arrows diagrams, frame, arrow, arrow rule |
To use a given addition or subtraction rule to generate a number sequence; and to identify the rule for a given number sequence. |
| 2.11 |
"What's My Rule?", function machine |
To identify missing numbers in number pairs that are generated by a rule; and to determine the rule used to generate number pairs. |
| 2.12 |
difference |
To review, develop, and practice the counting-back and counting-up strategies for subtraction. |
| 2.13 |
-9 facts, -9 shortcut, -8 facts, -8 shortcut |
To discover and practice shortcuts for subtracting 9 or 8 from any number. |
| 2.14 |
|
Unit 2 Review and Assessment |
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|
| 3.1 |
base-10 blocks, cube, long, flat, base-10 system |
To review place value in 2-digit and 3-digit numbers. |
| 3.2 |
nickel, penny, dime, quarter, $1 bill |
To review coin values and exchanges among coins; and to find coin combinations needed to pay for items. |
| 3.3 |
minute hand, hour hand, clock face, analog clock, digital clock |
To tell time; and to write time in digital-clock notation. |
| 3.4 |
|
To represent and rename numbers with base-10 blocks; to review writing and telling time; and to make, describe, and compare shapes on a geoboard. |
| 3.5 |
predict, middle number, bar graph (median, mode) |
To gather data by counting, enter the data in a table, and draw a bar graph of the data; and to identify the middle value (median) in a data set. |
| 3.6 |
|
To solve Frames-and-Arrows problems having two rules. |
| 3.7 |
make change by counting up |
To make change by counting up from the cost of an item to the amount tendered. |
| 3.8 |
exact change light |
To solve multistep problems for amounts under $1.00; and to practice making change using nickels, dimes, and quarters. |
| 3.9 |
|
Unit 3 Review and Assessment |
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|
| 4.1 |
change-to-more number story, change diagram, mental arithmetic |
To solve change-to-more number stories. |
| 4.2 |
parts-and-total diagram, parts-and-total number story |
To solve parts-and-total number stories. |
| 4.3 |
degrees Fahrenheit, degrees Celsius, thermometer, degree marks |
To read temperatures on a thermometer; to determine the total value of a group of coins; and to develop readiness for classifying geometric shapes. |
| 4.4 |
thermometer, degrees Fahrenheit, degrees Celsius, degree marks |
To read and show temperatures; and to solve number stories about temperature changes. |
| 4.5 |
estimate, relational symbols |
To use estimation to solve problems for which an exact answer is not necessary. |
| 4.6 |
|
To develop strategies for adding 2-digit numbers mentally; to calculate the total cost of two items; and to make change for whole-dollar amounts up to $100. |
| 4.7 |
inch (in.), centimeter (cm), tiling, attribute blocks |
To measure lengths and distances to the nearest inch and centimeter; to explore area by tiling surfaces; and to sort attribute blocks according to rules. |
| 4.8 |
ballpark estimate, (algorithm) |
To develop paper-and-pencil strategies for adding 2-digit and 3-digit numbers; and to use estimation to check if answers are reasonable. |
| 4.9 |
algorithm |
To introduce and practice the partial-sums addition algorithm. |
| 4.10 |
|
Unit 4 Review and Assessment |
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| 5.1 |
|
To identify rules used to classify shapes; to give and follow directions; and to tell time using digital and analog notation. |
| 5.2 |
|
To explore similarities and differences among attribute blocks and among triangles; and to develop readiness for division. |
| 5.3 |
trapezoid, rhombus, polygon, side, vertex (plural: vertices), angle, triangle, quadrangle, pentagon, hexagon, heptagon, octagon |
To name and classify polygons; to develop readiness for multiplication; and to find coin combinations equivalent to $1.00. |
| 5.4 |
point, straightedge, line segment, endpoint |
To define, name, and draw line segments. |
| 5.5 |
parallel |
To introduce the concept of parallel; and to apply this concept to parallel line segments. |
| 5.6 |
square corner, square, rhombus, rectangle, trapezoid, parallelogram, kite |
To identify the names and characteristics of various quadrangles; and to explore similarities and differences among quadrangles. |
| 5.7 |
cylinder, cone, sphere, curved surface, rectangular prism, cube, pyramid, flat surface, face, edge, vertex (plural: vertices) |
To compare and contrast the characteristics of 3-dimensional shapes. |
| 5.8 |
base (of cones and pyramids), apex (of cones and pyramids), square pyramid, triangular pyramid, rectangular pyramid, pentagonal pyramid, hexagonal pyramid |
To construct pyramids; and to explore the relationship among the number of faces, edges, and vertices in pyramids. |
| 5.9 |
line symmetry, line of symmetry, symmetrical |
To find lines of symmetry in objects; and to complete drawings to create symmetrical shapes. |
| 5.10 |
|
Unit 5 Review and Assessment |
|
|
|
| 6.1 |
addend |
To review strategies for solving addition problems, with emphasis on problems having three addends. |
| 6.2 |
comparison number story, difference, comparison diagram |
To solve comparison number stories by using comparison diagrams. |
| 6.3 |
data table, bar graph |
To collect, sort, tally, and graph data. |
| 6.4 |
|
To select and complete an appropriate diagram to help solve an addition or subtraction problem. |
| 6.5 |
variable, (minuend, subtrahend) |
To use base-10 blocks to model subtraction of 2-digit numbers. |
| 6.6 |
trade-first subtraction, algorithm |
To introduce and practice the trade-first subtraction algorithm. |
| 6.7 |
equal-sharing division situations, equal-grouping division situations |
To develop readiness for multiplication; to review symmetry; and to explore one meaning of division. |
| 6.8 |
equal groups, multiplication, times, multiplied by |
To introduce multiplication as a way to find the total number of things in several equal groups. |
| 6.9 |
multiplication diagram, x-by-y array |
To identify everyday examples of arrays; and to solve multiplication problems by using multiplication diagrams and array models. |
| 6.10 |
x-by-y array |
To use arrays to develop multiplication concepts; and to begin recognizing multiplication facts. |
| 6.11 |
division, remainder |
To explore situations that require equal sharing or making equal groups of things. |
| 6.12 |
|
Unit 6 Review and Assessment |
|
|
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| 7.1 |
|
To review counting by 2's, 5's, and 10's; and to describe patterns that result from counting. |
| 7.2 |
number-grid puzzle, arrow path, arrow-path puzzle |
To review ones and tens patterns on number grids; and to develop place-value awareness by solving number-grid and arrow-path puzzles. |
| 7.3 |
|
To find compliments of 10; and to find differences between 2-digit numbers and higher multiples of 10. |
| 7.4 |
|
To build mental arithmetic skills for adding three or more 1-digit and 2-digit numbers. |
| 7.5 |
half, double |
To practice repeated doubling and halving. |
| 7.6 |
|
To read weights in pounds on a bath scale; to develop readiness for division; and to explore area and patterns. |
| 7.7 |
arm span |
To measure length to the nearest centimeter and to the nearest inch. |
| 7.8 |
sort (the data), median, middle value |
To sort numerical data and arrange data in ascending or descending order; and to find the middle value (median) for a set of numerical data. |
| 7.9 |
line plot, frequency, frequency table |
To make a frequency table, line plot, and bar graph for a set of data; and to find the median set of data. |
| 7.10 |
|
Unit 7 Review and Assessment |
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|
|
| 8.1 |
ONE (the whole), fraction, denominator, numerator |
To review basic fraction concepts. |
| 8.2 |
cubic centimeter, volume |
To link a fraction amount to the size of the ONE, or whole; to prepare for multiplication and division; and to introduce the concept of volume. |
| 8.3 |
|
To use fractions to name parts of collections. |
| 8.4 |
equivalent, equivalent fractions |
To investigate the idea that many different fractions can name the same fractional part of a whole. |
| 8.5 |
region models |
To find pairs of equivalent fractions by using region models. |
| 8.6 |
|
To compare fractions by using region models. |
| 8.7 |
|
To solve number stories involving fractions. |
| 8.8 |
|
Unit 8 Review and Assessment |
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| 9.1 |
standard unit, yard, meter |
To revisit the concept of nonstandard units of measure; and to introduce the yard and meter. |
| 9.2 |
inch, centimeter, foot, decimeter |
To review measuring with inches, feet, centimeters, and decimeters; and to begin a table of equivalent linear measures. |
| 9.3 |
millimeter |
To investigate the idea of accuracy; to identify 1/8 inch, 1/16 inch, and 1/2 centimeter on a ruler; and to measure to the nearest half-inch and half-centimeter. |
| 9.4 |
perimeter |
To find perimeters by measuring to the nearest half-centimeter or half-inch. |
| 9.5 |
mile, kilometer |
To identify the mile and kilometer as standard units for longer distances; and to solve problems about road-map distances. |
| 9.6 |
linear measures, measures of weight, measures of volume and capacity, units of measure |
To identify appropriate tools and units of measure for determining length, weight, volume, and capacity. |
| 9.7 |
area, square centimeter, square inch |
To explore the capacities of cylinders; to find the areas of shapes by using inch and centimeter grids; and to develop spatial abilities. |
| 9.8 |
surface, area, square unit |
To develop the concept of area; to distinguish between area and perimeter; and to find areas of rectangular figures by counting squares. |
| 9.9 |
capacity, cup, pint, quart, gallon, liter |
To observe relationships among units of capacity; and to identify equivalent measures of capacity. |
| 9.10 |
weigh, scale, weight, ounce, pound, gram, kilogram |
To compare weights by feel; to identify purposes of various scales; to know units of weight and equivalent measures; and to weigh objects. |
| 9.11 |
|
Unit 9 Review and Assessment |
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|
| 10.1 |
|
To review notation and equivalencies for money amounts. |
| 10.2 |
decimal point |
To review estimation; dollars-and-cents notation; and names for a dollar, a dime, and a penny. |
| 10.3 |
|
To enter money amounts into a calculator; and to interpret calculator displays. |
| 10.4 |
|
To compare prices; and to solve problems about price differences. |
| 10.5 |
|
To estimate costs; and to calculate exact costs. |
| 10.6 |
counting up to make change |
To make change by counting up; and to estimate totals by rounding to the nearest 10 cents. |
| 10.7 |
|
To explore finding areas of irregular shapes; to make polygons with trapezoids; and to form fractions on a geoboard. |
| 10.8 |
flat, long, cube, place value, big cube |
To develop place-value concepts; and to connect place value in money with place value in base-10 blocks. |
| 10.9 |
ones (1's), tens (10's), hundreds (100's), thousands (1,000's), and ten-thousands (10,000's) |
To develop place-value concepts by using place-value tools that display numbers. |
| 10.10 |
|
To extend place-value concepts to ten-thousands |
| 10.11 |
parentheses, parenthesis |
To introduce the use of parentheses in number models. |
| 10.12 |
|
Unit 10 Review and Assessment |
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|
| 11.1 |
|
To estimate sums for amounts of money; and to add 2- and 3-digit amounts of money. |
| 11.2 |
|
To make change by counting up; and to solve comparison problems for 2- and 3-digit money amounts. |
| 11.3 |
multiplication diagram, factor, product, per, in each, for each |
To find the total number of items in several equal groups by multiplying. |
| 11.4 |
multiplication/division diagram, division, quotient, remainder, divided by |
To solve division number stories; and to introduce number models for division stories. |
| 11.5 |
multiplication fact, fact power |
To introduce multiplication facts; and to review and practice 2's, 5's, and 10's products. |
| 11.6 |
factor, product, square (of a number), turn-around rule for multiplication |
To learn the 1's and 0's multiplication facts; and to discover patterns in multiplication facts. |
| 11.7 |
multiplication/division diagram, fact family |
To introduce multiplication and division fact families; and to practice multiplication and division facts. |
| 11.8 |
|
To practice multiplication and division facts. |
| 11.9 |
precipitation, middle value, range |
To read and record information from a map; to find the middle value and range of a set of data; and to make difference and ratio comparisons. |
| 11.10 |
|
Unit 11 Review and Assessment |
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| 12.1 |
|
To review time equivalencies and calendar facts; and to assess time-telling skills. |
| 12.2 |
|
To read times in different ways; to show time (to 5 minutes) on a clock face; and to calculate a time that is earlier or later than a given time. |
| 12.3 |
timeline, decade, century |
To show events on a timeline. |
| 12.4 |
factor, product, turn-around rule |
To review and extend shortcuts and strategies for learning multiplication facts; and to practice multiplication facts. |
| 12.5 |
|
To review multiplication/division fact families; and to investigate the relationship between multiplication and division. |
| 12.6 |
median, range |
To read, draw, and interpret bar graphs; and to find the range and middle value (median) for a set of data. |
| 12.7 |
mode |
To organize a set of data with a line plot and frequency table; to display a set of data with a bar graph; and to identify the range, median, and mode. |
| 12.8 |
|
Unit 12 Review and Assessment |
