web view2.1.3.b-represent equivalent forms of the same number through the use of concrete objects,...

Teacher: CORE Math Grade 3 Year: 2014-15

Course: Math Grade 3 Month: All Months

Lessons 1-10

Standards Essential Questions Assessments Skills Content Lessons Resources3.MD.1-Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

How do I find the time that is one hour later than a given time? An hour ago?

tell and show time to the hour.

solve elapsed-time problems.

decreaseelapsed timehourhour handminute handsequence

When we find the time 1 hour from now or 1 hour ago, we are solving elapsed-time problems.

Lesson 1 Meeting Board componentsoutdoor thermometerMeeting board counting strip-counting by 10'sdemonstration clockstudents clocks-1 per child

3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

What question can I answer by reading the graph?

graph data on a bar graph.

read a bar graph.

datagraphincreasesequence

Data can be collected and displayed on a graph.

Lesson 2 Meeting Board clock sectionChart 2 (our birthdays)birthday tagsdark markerstapechart paper and markerGuided Class practice 2A/Homework 2BParent letter

3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.

When I write a number, how do I know where to place the digits?

identify digits and write two-digit numbers.

digit ones' digittens' digitdecrease

We can use the digits 0-9 to make two-digit numbers.

Lesson 3 Meeting Board counting strip (counting by 100's)Lesson Worksheet 3Math Folders (1 per child)Guided Class Practice 3A/Homework 3B

3.MD.1-Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

What is something we might be doing at half past 2 in the afternoon?

How would that look on a clock?

tell and show time to the half hour.

estimate time to the nearest half hour.

decreaseelapsed timehourhour handminute hand

When telling time to the half hour the minute hand points to the 6 on the clock.

Lesson 4 demonstration clockstudent clocks (1 per child)Guided Class Practice 4A/Homework 4B

3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What are the numbers called when we add?

What is the answer called

Fact Practice-Adding 0,1, and Doubles

identify addends, sums, and the Commutative Property of Addition.

add 0, add 1, and doubles.

Lesson 5 Meeting Board Hundred Number ChartLesson Worksheet 5Teacher Fact Cards (Set A)Guided Class Practice 5A/Homework 5B

when we add? identify a missing addend.

3.MD.4-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

What tool is used to measure length?


estimate length to the nearest inch.

measure and draw line segments to the nearest inch.

draw congruent line segments.

Lesson 6 Meeting Board Coins sectioncoin pictures (Meeting Board Coins)Meeting Board Money sectionClass Fact Practice 6A/Fact Homework 6Brulers (1 per child)marker and another classroom itemLesson Worksheet 6Guided Class Practice 6A/Homework 6B

3.G.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

How many sides does a rectangle have?

How many angles does a rectangle have?


identify the properties of a rectangle.

identify and measure the length and width of a rectangle.

Lesson 7 Teacher Fact Cards (Set A)Class Fact Practice 7A/Fact Homework 7BLesson Worksheet 7Guided Class Practice 7A/Homework 7B


What do you notice about the tens' digit when we arrange money amounts in order from least to greatest?


order two-digit numbers. fewestgreatestleastincreasetens' digit

The place-value position tells the value of each digit.

Lesson 8 Meeting Board counting strip (counting by 5's)Teacher Fact Cards (Set A)Class Fact Practice 8A/Fact Homework 8B4 classroom items4 construction paper (or self-stick) tags12"x18" piece of construction paper and markerLesson Worksheet 84 classroom booksGuided Class Practice 8A/Homework 8B

3.OA.9-Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

How can I use a set of objects to show whether a number is even or odd?


identify even and odd numbers. Lesson 9 Teacher Fact Cards (Set A)Class Fact Practice 9A/Fact Homework 9B11 socksdry erase markerLesson Worksheet 3 (from Lesson 3)red crayonsGuided Class Practice 9A/Homework 9B

3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

What is the answer of a subtraction problem called?

How can you check an answer to a subtraction problem?

Fact Assessment 1

Fact Practice-Subtracting 0 and 1; Differences of 0 and 1 9/15/2014

subtract 0 and 1; difference of 0 and 1.use logical reasoning to solve a problem.make an organized list to solve a problem.

Lesson 10-1

Meeting Board counting strips (even and odd numbers)Teacher Fact Cards (Set A)Fact Assessment 1 (Adding 0 and 1; Doubles)Lesson Worksheet 10-1A/Fact Homework 10-1B4 pencilsProblem-Solving Process ChartProblem-Solving Worksheet 10A/Performance Task Worksheet 10Bcolored marker

3.G.2-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

How can you use pattern blocks to cover a design?

Written Assessment 1

Oral complete a written assessment.complete an oral assessment.

hexagonparallelogramtrapezoidtriangle

Lesson 10-2

Written Assessment 1Fact and Written Assessments Individual Recording Form 1Oral Assessment Individual Recording

Assessment 1

identify the relative value of pattern blocks.cover designs with pattern blocks.

A hexagon has 6 sides.

A parallelogram has 4 sides.

A trapezoid has 4 sides.

A triangle has 3 sides.

Form 1pattern blocks in baskets Lesson Worksheet 10-2

Lessons 11-20.2

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

What type of number sentence do you write for a "some, some more" story problem?

What type of number sentence do you write for a "some, some went away" story problem?

Fact Practice-Subtracting 0 and 1; Differences of 0 and 1

identify, act out, draw pictures, and write number sentences for "Some, Some More" and "Some, Some Went Away" Story Problems.

equal minus

Subtracting is like finding a missing addend.

Lesson 11 Student of the Day listStudent of the Day stickerTeacher Fact Cards (Set A)Class Fact Practice 11A/Fact Homework 11BProblem-Solving Process Chartscrap paper-1 per child7 pencilsGuided Class Practice 11A/Homework 11BMath News No. 1

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.G.2-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

When a shape is divided into equal pieces, how do I name each piece?

Oral Fact Practice-Subtracting 0 and 1; Differences of 0 and 1

divide squares into two and four equal parts.

identify congruent shapes.

fourths squarecongruentequaleven numberodd numberrectangletriangle

When something is cut into equal pieces, each piece is a fraction of the whole.

Lesson 12 Meeting Board Student of the Day Jobs chartOral Fact Practice 12A/Bred and yellow construction paper squaresruler and markersmall zip-top bags-1 per childGuided Class Practice 12A/Homework 12B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the

How many nickels do you need to make $1.00?

How many dimes do you need to make $1.00?


count dimes and nickels.

compare the values of sets of coins.

even numbergreatestleastodd number

When we count dimes and nickels we count

Lesson 13 Teacher Fact Cards (Set A)Class Fact Practice 13A/Fact Homework 13BLesson Worksheet 13Guided Class Practice 13A/Homework 13B

four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

by 10's and 5's.

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What strategy can I use when I add or subtract 10 from a two-digit number.

Oral Fact Practice-Subtracting 0 and 1; Differences of 0 and 1


add 10 to a two-digit number and subtract 10 from a two-digit number using mental computation.

subtracttens' digit

Mental computation can be used to add or subtract two-digit numbers.

Lesson 14 Oral Fact Practice 14A/BClass Fact Practice 14A/Fact Homework 14BMath Foldersscrap paper-1 per childGuided Class Practice 14A/Homework 14B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What are all of the addition facts with a sum of 10?

Fact Assessment 2

Fact Practice-Addition Facts-Sums of 10

memorize the addition facts: sums of 10.

complete a 25 problem fact test in 1 minute.

addition

An organized list is one way to list all of the combinations that equal 10.

Lesson 15.1 Teacher Fact Cards (Set A)Fact Assessment 2 (Subtracting 0 and 1; Differences of 0 and 1)copy paper-1 per childcups of 10 counters-1 per childTeacher Fact Cards (Set B)Lesson Worksheet 15-1A/Fact Homework 15-1BGuided Class Practice 15A/Homework 15B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.8.3.C-Recognize, describe, extend, create, and replicate a

How many combinations are there to make $20.00 using pattern blocks with specific values?


complete written assessment 2.

identify the relative value of pattern blocks.

make a design with a given value using pattern blocks.

hexagonparallelogramtrapezoidtriangle

A green triangle is worth $1.00, a blue parallelogram is worth $2.00, a red trapezoid is worth $3.00 and a yellow hexagon is worth $6.00.

Lesson 15.2 Written Assessment 2copy paper-1 piece per childpattern blocks in baskets

variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes3.MD.7-Relate area to the operations of multiplication and addition. 2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.D-Identify equivalent measurements within the same system

How would you write your birth date using digits?

What dates are palindromes?

What words are palindromes?

Fact Practice-Sums of 10; Adding 0 and 1; Doubles

write the date using digits. palindromedigit

When you have a small space to write the date, you write the date using digits and no words.

Lesson 16 Teacher Fact Cards (Sets A and B)Class Fact Practice 16A/Fact Homework 16Bscrap paper (1 piece per child)Guided Class Practice 16A/Homework 16B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.D-Identify equivalent measurements within the same system2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.G.2-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

How can you fold a square into 2 equal parts?



Oral Fact Practice-Sums of 10; Adding 0 and 1; Doubles

Fact Practice-Sums of 10; Adding 0 and 1; Doubles 9/28/2014

divide squares into two, four, and eight equal parts.

identify and shade halves, fourths, and eighths.

eighthsfractionhalfwholecongruentfourthssquare

When a shape is divided into 2 equal pieces, we call each piece "one half" of the shape.

When a shape is divided into 4 equal pieces, we call each piece "one fourth" of the shape.

When a shape is divided into 8 equal pieces, we call each piece "one eighth" of the shape.

Lesson 17 Oral Fact Practice 17A/BClass Fact Practice 17A/Fact Homework 17Borange construction paper squaresruler and markerGuided Class Practice 17A/Homework 17B

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.3.D-Identify equivalent measurements within the same system3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.

If today's temperature is 48°, which two multiples of 10 would it be between?


read a thermometer to the nearest 10 degrees Fahrenheit.

round numbers to the nearest ten.

multiples of 10nearest 10

A thermometer has a scale like a number line. When the air becomes warmer, the mercury or alcohol in the glass tube rises. When the air becomes colder, the mercury or

Lesson 18 Teacher Fact Cards (Sets A and B)Class Fact Practice 18A/Fact Homework 18BMeeting Board Fahrenheit demonstration thermometerGuided Class Practice 18A/Homework 18B

alcohol in the glass tube goes down.

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.3.D-Identify equivalent measurements within the same system3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.

How do you know when to round a number up to the nearest ten or keep it at the same ten?

Oral Fact Practice-Sums of 10; Adding 0 and 1; Doubles


round numbers to the nearest ten. mathematicianmultiples of 10nearest 10

When a number is exactly in the middle of two tens it is rounded to the higher multiple of 10.

Lesson 19 Oral Fact Practice 19A/BClass Fact Practice 19A/Fact Homework 19Bscrap paper (1 piece per child)Guided Class Practice 19A/Homework 19B

2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Why do you think a fact family is called a fact family?

Fact Assessment 3

Fact Practice-Adding 2

add 2.

write addition and subtraction fact families.

use logical reasoning to solve a problem.

work backward to solve a problem.

inverse operationfact familyaddendadditionsubtractionsum

Subtraction is the inverse, or opposite, of addition, and addition is the inverse, or opposite, of subtraction.

Lesson 20.1 Teacher Fact Cards (Sets A and B)Fact Assessment 3 (Sums of 10; Adding 0 and 1; Doubles)Lesson Worksheet 20-1Teacher Fact Cards (Set C)Class Fact Practice 20A/Fact homework 20BProblem-Solving Worksheet 20A/Performance Task Worksheet 20BProblem-Solving Process Chart

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes3.G.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Why are some shapes polygons and others are not?


Oral Assessment 2


complete oral assessment 2.

name and draw polygons.

pentagonpolygonquadrilateralangleline segmentrectanglesquare

Polygons are special shapes. A polygon is a shape with sides that are line segments. There cannot be any gaps or holes in the sides. The shapes must be "closed" shapes.

Lesson 20.2

Written Assessment 3Oral Assessment Individual Recording Form 2Math FoldersLesson Worksheet 20-2A chart ( The Polygon Game)2 self-stick tagsLesson Worksheet 20-2A/Bscrap paper (1 piece per child)small game pieces (1 per child)dice (1 die per pair of children)

Lessons 21-30.2

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes3.G.2-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Divide a square and a circle into thirds. Why are they divided differently?

Fact Practice-Adding 2, Sums of 10

divide a square into three equal parts.

identify and shade thirds.

thirdsequalfourthshalves

When a shape is divided into three equal pieces, each piece is called 'one third' of the shape. To divide a circle into three equal parts, you draw a Y in the circle.

Lesson 21 Meeting Worksheet (1 per child)Teacher Fact Cards (Sets B and C)Class Fact Practice 21A/Fact Homework 21Blight-blue construction paper squaresruler and markerscrap paper (1 piece per child)Guided Class Practice 21A/Homework 21BMath News No. 2

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.

How do you find a missing number in a pattern?

Oral Fact Practice-Adding 2, Sums of 10


rewrite numbers by regrouping tens and ones.

trade dimes and pennies.

make an organized list.

Numbers make patterns. Lesson 22 Oral Fact Practice 22A/BClass Fact Practice 22A/Fact Homework 22B5 small cups8 dimes and 54 penniesscrap paper (1 piece per child)Guided Class Practice 22A/Homework 22B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).3.NBT.2-Fluently add and subtract within 1000 using

Where in your house would you look for coins? Why would you look there? What would the approximate amount of those coins be? Is that reasonable?


count dimes, nickels, and pennies.

Counting dimes, nickels, and pennies is just like counting by 10's, 5's, and 1's.

Lesson 23 Teacher Fact Cards (Sets B and C)Class Fact Practice 23A/Fact Homework 23B4 dimes, 4 nickels, and 4 penniesscrap paper (1 piece per child)Guided Class Practice 23A/Homework 23B

strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NF.1-Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

How do I write a fraction to show a part of a set?

Oral Fact Practice-Adding 2, Sums of 10


write fractions using the fraction bar.

fraction barsixthseighthsmathematicianthirds

A fraction can be written to show a fractional part of a whole.

Lesson 24 Meeting Board counting strip (counting by 7's)Oral Fact Practice 24 A/BClass Fact Practice 24A/Fact Homework 24Bscrap paper (1 piece per child)Guided Class Practice 24A/Homework 24B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What patterns do you see in the adding 9 facts?

What digit is in all of the answers?

Fact Assessment 4

Fact Practice-Adding 9

add 9. additiondigitfact familysum

The sum of the digits, when doing the adding 9 facts, equals the number we added to the 9.

Lesson 25.1 Teacher Fact Cards (Sets B and C)Fact Assessment 4 (Adding 2; Sums of 10)Lesson worksheet 25-1Teacher Fact Cards (Set D)Class Fact Practice 25A/Fact Homework 25BGuided Class Practice 25A/Homework 25B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.D-Identify equivalent measurements within the same system3.G.2-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

How many different ways can you cover a square with 1/4, 1/8, 1/2, and 1/3 pieces without any pieces hanging over the edge and without any pieces overlapping. Write fraction number sentences to show your answers.



write fraction number sentences that equal 1.

fractionfraction barhalfwhole

1/2 + 1/2 = 1 whole1/3 + 1/3 + 1/3= 1 whole1/4 + 1/4+ 1/4 + 1/4=1 whole1/8 + 1/8 + 1/8 +1/8 + 1/8 + 1/8 + 1/8+ 1/8= 1 whole

Lesson 25.2 Written Assessment 4bags of folded squares (from Lessons 12, 17, and 21)scissors (1 pair per child)Lesson Worksheet 25-2A/B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.D-Identify equivalent measurements within the same system3.NF.1-Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;

What is another word for twelve of something?

What items can you buy that come in dozens?

Fact Practice-Adding 9 and 2

identify dozen and half dozen.

write a fraction to show a part of a set.

dozenhalf dozentwelfthsfraction

A dozen is twelve of something.

Six twelfths is the same as one half.

A half-dozen is 6.

Lesson 26 Teacher Fact Cards (Sets C and D)Class Fact Practice 26A/Fact Homework 26Bempty egg carton for 12 eggs12 color tilesscrap paper (1 piece per child)Guided Class Practice 26A/Homework 26B

understand a fraction a/b as the quantity formed by a parts of size 1/b. 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Describe what you think your city/town/community will look like one hundred years from now.

What is the largest three-digit number you can write using each digit only once? more than once?

What is the smallest three-digit number you can write using each digit only once? more than once?

Oral Fact Practice-Adding 9 and 2


read and write numbers to 1,000 using digits.

hundredsones

The first digit in a three-digit number is called the 'hundreds' digit.

Lesson 27 Oral Fact Practice 27A/BClass Fact Practice 27A/Fact Homework 27BDigit Card sheets (1 per child)envelopes (1 per child)scrap paper (1 piece per child)Guided Class Practice 27A/Homework 27B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.

What is the mathematical name that we use for the dot that separates dollars and cents?


write money amounts using dollar signs and cent symbols.

cent symboldecimal pointdollar sign

When you want to write a dollar amount using a dollar sign and a decimal point, you write the dollar sign first and then the number of dollar bills. After that, put a dot that looks like a period which is called a decimal point. Then write the number of pennies or cents you have.

Lesson 28 Teacher Fact Cards (Sets C and D)Class Fact Practice 28A/Fact Homework 28Bscrap paper (1 piece per child)Guided Class Practice 28A/Homework 28B

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.9.3.C-Identify locations of points with whole number coordinates on a number line or on a 2- dimensional coordinate system.3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as

How do you know what to count by when you read a thermometer?

If the temperature was 82 degrees Fahrenheit, what would you do outside and what would you wear?



read and shade a thermometer to the nearest 2 degrees Fahrenheit.

degreeFahrenheit

The small marks between the multiples of ten on a thermometer represent numbers.

Lesson 29 Oral Fact Practice 29A/BClass Fact Practice 29A/Fact Homework 29BFahrenheit demonstration thermometerLesson Worksheet 29Guided Class Practice 29A/Homework 29B

a beaker with a measurement scale) to represent the problem.

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

If you use exactly 12 beads to make a necklace with a repeating pattern and you have 6 red, 3 yellow, and 8 green beads using some of each color, what pattern/s could you make?

Fact Assessment 5


add 3 and 4.

use guess and check to solve a problem.

solve a problem by acting it out.

addenddegreefact family

When you use the guess and check strategy you try one possible solution and check to see if it works. If it doesn't work you try a different solution/s until the solution works.

Lesson 30.1 Teacher Fact Cards (Sets C and D)Fact Assessment 5 (Adding 9 and 2)Lesson Worksheet 30-1Teacher Fact Cards (Set E)Class Fact Practice e30A/Fact Homework 30BProblem-Solving Worksheet 30A/Performance Task Worksheet 30BProblem-Solving Process Chart (from Lesson 10-1)baskets of color tiles

2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.6.3.A-Gather data from surveys and observations within the classroom or homes.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.7.3.D-List or graph the possible results of an experiment.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Which 5 letters of the alphabet are used more than all the others?


Oral Assessment Form 3



collect data.

tally.

tally

When you make tally marks, you draw four horizontal marks and put the fifth mark over the top diagonally.

Lesson 30.2 Written Assessment 5Oral Assessment Individual Recording Form 3Lesson Worksheet 30-2 chartLesson Worksheet 30-2classroom textbooks (1 per child)

Lessons 31-40.2 (continue in Nov.)

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.

When might you use estimation in everyday life?

Fact Practice-Adding 3, 4, and 9

add multiples of 10 using mental computation.

estimateFahrenheitmultiples of 10

Lesson 31 Meeting Board counting strip (counting by 12's)Teacher Fact Cards (Sets D and E)

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.

estimate the sum of two two-digit numbers.

ones' place

When we count by 10's, we are saying the multiples of 10.

When you don't need to find an exact answer you can estimate.

Class Fact Practice 31A/Fact Homework 31Bscrap paper (1 piece per child)Guided Class Practice 31A/Homework 31BMath News No. 3

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

How can you measure the length of a rectangle using centimeters as the unit of measure?

How could you use your pencil to estimate the length of an object in centimeters?

Oral Fact Practice-Adding 3, 4, and 9


estimate, measure, and draw line segments using centimeters.

centimetermetric systeminchlengthline segmentpolygonwidth

The letters 'cm' written without a period, are the abbreviation for the word 'centimeter.'

Lesson 32 Oral Fact Practice 32A/BClass Fact Practice 32A/Fact Homework 32BLesson Worksheet 32A/BGuided Class Practice 32A/Homework 32B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties

How can you add multiples of 10 to any two-digit number?


add a multiple of 10 to a number using mental computation.

mental computation

When you use mental computation you solve the answer in your head using mathematical operations.

Lesson 33

Teacher Fact Cards (Sets D and E)Class Fact Practice 33A/Fact Homework 33Bscrap paper (1 piece per child)Guided Class Practice 33A/Homework 33B

of operations, and/or the relationship between addition and subtraction. 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.

How many different three-digit numbers can you make using 1,3, and 6?

How many different three-digit numbers can you make using 3, 8, and 0?

Why are there only four three-digit numbers for 3, 8, and 0 but six three-digit numbers for 1, 3, and 6?

Oral Fact Practice-Adding 3, 4, and 9


order three-digit numbers.

list combinations.

smallestlargest

Even though different numbers use the same digits they don't equal the same amount. The positioning of the numbers determines how much each digit is worth.

Lesson 34 Oral Fact Practice 34A/BClass Fact Practice 34A/Fact Homework 34Benvelopes of digit cards (from Lesson 27)scrap paper (1 piece per child)Guided Class Practice 34A/Homework 34B

2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What fact families can you write using the digits 6,5,11; 7,5,12; 8,5,13; 7,6,13; and 8,6,14?

Fact Assessment 6


add 5 and 6.

A fact family uses each digit only once unless you are using doubles.

Lesson 35.1 Teacher Fact Cards (Sets D and E)Fact Assessment 6 (Adding 3, 4, and 9)Lesson Worksheet 35-1Teacher Fact Cards (Set F)Class Fact Practice 35A/Fact Homework 35BGuided Class Practice 35A/Homework 35B

2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

How do you know whether to add or subtract to solve a problem?



write number sentences for "Some, Some More" and "Some, Some Went Away" stories.

write story problems for addition and subtraction number sentences.

number sentencemental computation

A story problem can be translated into a number sentence.

Lesson 35.2 Written Assessment 6Chart 35-2Lesson Worksheet 35-2

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.

How many pennies are worth the same as one quarter?


When you count quarters you are counting by 25's.

Lesson 36 Teacher Fact Cards (Sets E and F)Class Fact Practice 36A/Fact Homework 36B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.3.D-Identify equivalent measurements within the same system

How many quarters are worth the same as one dollar?

How many quarters are the same as $2.00?

How much money does 13 quarters equal?

count quarters.

When you count coins, you count the quarters first, then the dimes, nickels, and pennies.

You can fold a dollar bill into fourths. There are 4 quarters in each dollar.

12 quarters5 one-dollar billscopy paper (1 piece per child)Guided Class Practice 36A/Homework 36B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.7.3.D-List or graph the possible results of an experiment.3.NF.1-Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

What happens when you try to find half of a group with an odd number?

What is half of 60, 80, and 30?



find half of a set of objects.

set

To check an answer to dividing a set of objects you can add your objects together and see if they equal the whole group.

Lesson 37 Meeting Board counting strip (counting by 25's)Oral Fact Practice 37A/BClass Fact Practice 37A/Fact Homework 37B10 color tiles (all one color)scrap paper (1 piece per child)Guided Class Practice 37A/Homework 37B

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

When adding a column of numbers together, what should you look for first? second?


add three or more single-digit numbers.

Parentheses tell you what to do first in a number sentence.

Lesson 38 Teacher Fact Cards (Set E and F)Class Fact Practice 38A/Fact Homework 38Bscrap paper (1 piece per child)Guided Class Practice 38A/Homework 38B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.C-Tell time on an analog and digital clock, identify times of day and night as a.m. and p.m., and calculate elapsed time3.MD.1-Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

What is something that you do in the a.m. hours that you don't do in the p.m. hours?



tell and show time to five-minute intervals.

identify a.m. and p.m.

identify the number of minutes in an hour and the number of hours in a day.

a.m. ante meridiemminutep.m. post meridiemhour handminute hand

When the minute hand moves all the way around the clock one time, 1 hour has passed.

Each small mark around the outside of the clock is 1 minute.

There are 5 minutes between each number.

Lesson 39 Oral Fact Practice 39A/BClass Fact Practice 39A/Fact Homework 39Bdemonstration clockstudent clocks (1 per child)Guided Class Practice 39A/Homework 39B

2.1.3.A-Apply one-to-one correspondence and number What strategies can you Fact Assessment add 7 and 8. You can use the draw a picture or Lesson 40.1 Teacher Fact Cards (Sets E and F)

patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

use to find the answer to the adding 7 and 8 fact?

7


draw a picture to solve a problem.

make a table to solve a problem.

make a table strategy to find out how many boxes of books you would receive if you ordered 65 books with 12 books in a box.

Fact Assessment 7 (Adding 5 and 6)Teacher Fact Cards (Set G)Class Fact Practice 40A/Fact Homework 40BProblem-Solving Worksheet 40A/Performance Task Worksheet 40BProblem-Solving Process Chart (from Lesson 10-1)

2.6.3.A-Gather data from surveys and observations within the classroom or homes.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.6.3.E-Determine the reasonableness of a statement based on a comparison to data displayed in a graph.2.7.3.D-List or graph the possible results of an experiment.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

How can you use information on a chart to make a bar graph?


Oral Assessment 4



conduct a survey.

draw and read a pictograph.

bar graphpictograph

A pictograph uses pictures instead of bars.

Each picture can represent more than one person.

Lesson 40.2 Written Assessment 7Oral Assessment Individual Recording Form 4Lesson Worksheet 40-2A/BLesson Worksheet 40-2A chart (Our Class's Favorite Lunches)scrap paper, construction paper, and writing paper (several pieces of each per child)

Lessons 41-50.2

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.

If you have 2 hundreds, 6 tens, and 3 ones; how much money would you have? How would you write $263 in expanded form?

Fact Practice- adding 5 through 8 facts.

identify place value to hundreds.

write three-digit numbers in expanded form.

expanded formmosthundreds

When you write a number in expanded form, you write the value of each digit with a plus sign in between.

Lesson 41 Meeting Board counting strip (counting by 3's)Teacher Fact Cards (Sets F and G)Class Fact Practice 41A/Fact Homework 41Bplace value matplay money ($100, $10, and $1 bills; 9 of each denomination)scrap paper (1 piece per child)Guided Class Practice 41A/Homework 41BMath News No. 4

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What process do you use to add two-digit numbers using mental computation?

Oral Fact Practice adding 7 and 8

Fact Practice Adding 7 and 8

add two-digit numbers using mental computation.

mental computation

When you add using mental computation, you add the tens' digits first then add the ones' digits.


2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes2.10.3.A-Identify right angles in the environment.3.G.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

How are equilateral, scalene, and obtuse triangles the same and how are they different?


name line segments.

identify and make scalene, isosceles, and equilateral triangles.

equilateral triangleisosceles trianglescalene trianglecentimeterendpoint

A capital letter is used to name a point.

When all the sides of a triangle are the same length mathematicians call the triangle an 'equilateral triangle.'

When two sides of a triangle are the same length, mathematicians call the triangle an 'isosceles triangle.'

When all sides of a triangle are different lengths, mathematicians call the triangle a 'scalene triangle."

Lesson 43 Teacher Fact Cards (Sets F and G)Class Fact Practice 43A/Fact Homework 43BLesson Worksheet 43toothpicks (9 per child)Optional: liquid glueGuided Class Practice 43A/Homework 43B

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Two tens plus how many tens equals eight tens?

Three tens plus how many tens equals seven tens?

Oral Fact Practice Adding 7 and 8


identify a missing digit in an addition problem.

A smudged digit is a digit that is hidden or missing in a number sentence.


2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.3-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

What do you notice about all the answers for the multiplying by 1 facts?

Fact Assessment 8

Fact Practice-Multiplying by 1 and 10

multiply by 1 and by 10.

identify factors and products.

factorgroups ofmultiplication symbolmultiplyproductidentify element

A multiplication problem is a faster way to write an addition problem when the same numbers are added together.

Lesson 45.1 Teacher Fact Cards (Sets F and G)Fact Assessment 8 (Adding 7 and 8)Lesson Worksheet 45-1A/Bsets of Learning Wrap-Ups; Multiplying by 1 and by 10 (1 set per child)Guided Class Practice 45a/Homework 45B

2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

You invented a new drink. Describe your new drink. What size container would you put it in to sell? Why would you use this size container?



estimate and find the capacity of containers.

order containers by capacity.

identify 1-cup liquid measure.

identify pint, quart, half-gallon, gallon, and liter containers

capacitysmallest

The amount of liquid a container will hold is called its 'capacity.'

Lesson 45.2 Written Assessment 8pint, quart, half-gallon, gallon, and liter containers (1 of each)marker and masking tapenewspaper of basin1-gallon container of water1-cup clear plastic liquid-measure cupchart paper and marker4 household containers

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.9.3.C-Identify locations of points with whole number coordinates on a number line or on a 2- dimensional coordinate system.

What is normal body temperature?

What is the freezing point of water?

What is the boiling point of water?

100 problem mixed addition practice

read a thermometer to the nearest degree Fahrenheit.

identify the freezing and boiling points of water and normal body temperature an the Fahrenheit scale.

estimate a reasonable temperature.

boiling pointfreezing pointnormal body temperatureFahrenheitsequence

Water freezes at 32°F.Water boils at 212°F.Normal body temperature is 98.6°F.Most refrigerators are 40° F.Room temperature is about 70° F.Hot bath water is about 105° F.

Lesson 46 Class Fact Practice 46A/Fact Homework 46BOptional: meat or other thermometer that shows temperatures to 212°FGuided Class Practice 46A/Homework 46B

3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What symbols can you use to represent greater than and less than?

How can you remember the greater than and less than symbols?

Fact practice Multiplying by 1 and by 10

use comparison symbols (>, <, and =).

comparison symbolsboilfreezenormal body temperature

In mathematics we can use symbols instead of words.The greater than and less than symbol are the same symbol they just point in different directions.

Lesson 47 Teacher Fact Cards (Set H)sets of Learning Wrap-Ups; Multiply by 1 and by 10 (1 set per child)Class Fact Practice 47A/Fact Homework 47Bscrap paper (1 piece per child)Guided Class Practice 47A/Homework 47

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.3.G.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

What does a horizontal line look like? vertical line? oblique line?

100 problem mixed addition practice

identify horizontal, vertical, and oblique lines and line segments.

horizontal lineoblique linevertical lineboilfreezenormal body temperature

The word 'horizontal' comes from the word 'horizon.' The horizon is the line where the earth and sky meet.

Vertical lines go up and down and look like the trunk of a tree.

A line that is not horizontal or vertical is called 'oblique.

Lesson 48 Class Fact Practice 48A/Fact Homework 48Bpicture with distinct horizontal line (see lesson)Lesson Worksheet 48 chartblack, blue, red, and green markersLesson Worksheet 48blue, red, and green crayonsGuided Class Practice 48A/Homework 48B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.3.MD.5-Recognize area as an attribute of plane figures

How do you find the perimeter of a shape?

What do the letters in the formula for finding perimeter represent?

Fact practice multiplying by 1 and by 10

find perimeter. perimetercentimeterwidth

The distance around a shape is called its perimeter.

A formula can be used to find the perimeter of a rectangle.

Lesson 49 Teacher Fact Cards (Set H)sets of Learning Wrap-Ups; Multiplying by 1 and by 10 (1 set per child)Class Fact Practice 49A/Fact Homework 49Byardstick/meter stickLesson Worksheet 49A/Blarge (5 cm) paper clips (10 per child)Math FoldersGuided Class Practice 49A/Homework 49B

and understand concepts of area measurement. 3.MD.8-Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What does a horizontal, vertical, and oblique line look like on a bingo board?

Fact Assessment 9

subtract a number from 10.

make an organized list to solve a problem.

horizontal rowvertical row

When you find a missing addend, you are also finding the answer for a subtraction problem.

Lesson 50.1 Fact Assessment 9/Bonus Facts (100 Addition Facts)Teacher Fact Cards (Set B)Lesson Worksheet 50-1A/Bcups of 20 pennies or other counters (1 per child)Problem-Solving Worksheet 50A/Performance Task Worksheet 50BProblem-Solving Process Chart (from Lesson 10-1)

2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.MD.5-Recognize area as an attribute of plane figures and understand concepts of area measurement. 3.MD.8-Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

How can you find the perimeter of a shape?


Oral Assessment 5



make a shape for a given perimeter.

hexagon parallelogramperimetertrapezoid

When you find the perimeter of a shape you are measuring the distance around the outside.

Lesson 50.2 Written Assessment 9Oral Assessment Individual Recording Form 5Chart 50-2pattern blocks in baskets

Lessons 51-60.2

Standards Essential Questions Assessments Skills Content Lessons Resources2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.9.3.C-Identify locations of points with whole number coordinates on a number line or on a 2- dimensional coordinate system.3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Where would you find examples of a number line?

Fact Practice subtracting a number from 10

construct a number line.

A number line is a line with numbers on it. Sometimes they are numbered by 1’s, like a ruler or by 10’s like a thermometer. They can also be numbered by 100’s, 5’s, and 2’s.

Lesson 51 Meeting Board counting strip (counting by 4's)Teacher Fact Cards (Set B)Class Fact Practice 51A/Fact Homework 51Bboard erasercopy paper (1 piece per child)small paper clips (1 per child)Guided Class Practice 51A/Homework 51BMath News No. 5

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What would your favorite meal cost at your favorite restaurant?

What would the estimated cost be?

Oral Fact Practice-Subtracting a number from 10, subtracting 0 and 1, and differences of 0 and 1

Practice subtracting a number from 10, subtracting 0 and 1, and differences of 0 and 1

add two-digit numbers using the addition algorithm (part 1).

use estimation to verify the reasonableness of calculated results.

addition algorithm

When you use the addition algorithm, you add the numbers in the ones’, or pennies’, column first. Many people think it is easier to write the 1 for the 1 group of 10 at the bottom of the tens’ column so that you can easily check to see how many ones you have. Next add the numbers in the tens’, or dimes’ column.

Lesson 52 Oral Fact Practice 52A/BClass Fact Practice 52A/Fact Homework 52BLesson Worksheets 52A and 52BGuided Class Practice 52A/Homework 52B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams,

When was someone unreasonable to you?

Fact Practice Subtracting a number from 10, subtracting 0 and 1, and differences of 0 and 1

add two-digit numbers using the addition algorithm (part 2).

use estimation to verify the reasonableness of calculated results.

addition algorithm

When you use the addition algorithm you add the numbers in the ones’ or pennies’ column first. Then add the numbers in the tens’ or dimes’ column next.

Lesson 53 Teacher Fact Cards (Sets A and B)Class Fact Practice 53A/Fact Homework 53BLesson Worksheet 53Lesson Worksheet 52A (from Lesson 52)Guided Class Practice 53A/Homework 53B

and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.3.MD.4-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

How do you find the length of a line segment to the nearest half inch?

Oral fact practice subtracting a number from 10, subtracting 0 and 1, and differences of 0 and 1

Fact Practice subtracting a number from 10, subtracting 0 and 1, and differences of 0 and 1

draw and measure line segments to the nearest half inch.

Length can be measured to the nearest half inch.

Lesson 54 Oral Fact Practice 54A/BClass Fact Practice 54A/Fact Homework 54Bcopy paper (1 piece per child)Guided Class Practice 54A/Homework 54B

2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.3.NBT.3-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

If a new student came to your class, how would you explain how to use a wrap-up?

Fact Assessment 10-1

Fact Practice-Multiplying by 7

multiply by 7. groups ofmultiplication symbolmultiply

Multiplication can be used to find the total number in several groups if each group has the same number.

Lesson 55.1 Meeting Board counting strip (counting by 1/2's)Teacher Fact Cards (Set B)Fact Assessment 10-1 (Subtracting a Number From 10; Subtracting 0 and 1; Differences of 0 and 1)3 one-month pages from an old wall calendarLesson Worksheet 55-1sets of Learning Wrap-Ups; Multiplying by 7 (1 set per child)Class Fact Practice 55A/Fact Homework 55BGuided Class Practice 55A/Homework 55B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.9.3.C-Identify locations of points with whole number coordinates on a number line or on a 2- dimensional coordinate system.3.MD.1-Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or

How would you make a number line with a scale of 10?




locate and name points on a number line with a scale of 10.

estimate capacity.

draw a bar graph using a scale of 10.

bar graphcapacity

The scale on a graph is like a number line. Capacity is the amount something will hold.

Lesson 55.2 Fact Assessment 10-2/Bonus Facts (100 Addition Facts)Written Assessment 10Chart 55-2Lesson Worksheet 55-2A/B4 small zip-top bags4 different sizes of cookies, crackers, math manipulatives, or other small objects

volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

When you write an equal-groups number sentence, what do you write first? Second?


act out, draw pictures, and write number sentences for "Equal-Groups" stories.

equal groupsgroups ofmultiplication symbolnumber sentence

When writing an equal groups number sentence you must write the number of groups first and then the number in each group. The label of the number before the equals sign needs to match the label in the answer. You use the mathematical symbol (x) to stand for “groups of”.

Lesson 56 Teacher Fact Cards (Set 1)Class Fact Practice 56A/Fact Homework 56Bsets of Learning Wrap-Ups; Multiplying by 7 (1 set per child)scrap paper (1 piece per child)Guided Class Practice 56A/Homework 56B

2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

How do you draw a picture for an equal groups story?

Oral Fact Practice-multiplying by 7

Fact practice-multiplying by 7

draw pictures and write number sentences for "Equal-Groups" stories.

equal groupsnumber sentence

Pictures can be used to find how many things there are altogether.

Lesson 57 Oral Fact Practice 57A/BClass Fact Practice 57A/Fact Homework 57Bscrap paper (1 piece per child)Optional: 10 markersGuided Class Practice 57A/Homework 57B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.9.3.B-Identify and draw lines of symmetry3.G.2-Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

How many lines of symmetry does a rectangle have? Square? Circle?

Fact practice-multiplying by 7, by 1, and by 10

identify and draw lines of symmetry.

line of symmetry symmetric designequal groups

A line of symmetry divides a shape in half so that both sides of the shape match. When you fold along a line of symmetry, both sides of a shape must be the same.

Lesson 58 Class Fact Practice 58A/Homework 58Bsets of Learning Wrap-Ups; Multiplying by 7 and by 10 (1 set per child)9" x 12" construction paper (1 piece per child plus 1 for demonstration; have several extra pieces available)scissors (1 pair per child)black crayonsLesson Worksheet 58Guided Class Practice 58A/Homework 58B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.OA.4-Determine the unknown whole number in a multiplication or division equation relating three whole numbers.3.OA.5-Apply properties of operations as strategies to multiply and divide.3.OA.6-Understand division as an unknown-factor problem.

What are three different ways to write a division problem?

Oral Fact Practice-multiplying by 7

Fact practice-multiplying by 7

write division problems in three ways.

divide by 10, by 7, and by 1.

identify quotients.

dividedivision bardivision boxquotientidentify element

When you answer questions about how many groups there are in a given number, you are dividing.

The answer in a division problem is called the ‘quotient.’

A division sign is made by drawing a line and putting a dot above and below the line.


2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

If you opened a book and the sum of the page numbers was 33, what are the consecutive page numbers?


subtract 2; differences of 2.


solve a problem by making it simpler.

consecutive numberdifference

When you find the missing addend, you are also finding the answer for a subtraction problem. The answer for a subtraction problem is called the ‘difference.’ When a counting number is one more than another, the numbers are called ‘consecutive’ numbers. Page numbers in a book are always consecutive counting numbers.

When you use the ‘guess and check’ strategy you try one possible solution and check to see if it works. If it doesn’t work, you try another possible solution. You keep guessing and checking until you find the answer.

Lesson 60.1 Teacher Fact Cards (Set 1)Fact Assessment 11-1 (Multiplying by 7)Teacher Fact Cards (Set C)Lesson Worksheet 60-1Lesson Worksheet 50-1B (from Lesson 50-1)cups of 20 pennies or counters (1 per child)Class Fact Practice 60A/Fact Homework 60BProblem-Solving Worksheet 60A/Performance Task Worksheet 60Bchildren's (reading) book (1 per child)Problem-Solving Process Chart (from Lesson 10-1)

2.2.3.A-Develop fluency in the use of basic facts for the Fact Assessment complete written largest Lesson 60.2 Fact Assessment 11-2/Bonus Facts (100

four operations.2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

What is a recipe?

How many ½ cups fill 1 cup? ¼ cups? 1/3 cups?

11-2


Oral Assessment 6

assessment 11.


measure with cups, tablespoons, and teaspoons.

read a recipe.

smallest

Measuring spoons come in different sizes, like measuring cups. The largest size is the tablespoon, it is abbreviated ‘tbsp.’ or with a capital letter ‘T.’

Addition Facts)Written Assessment 11Oral Assessment Individual Recording Form 6food coloringquart of waterLesson Worksheet 60-2A1-cup clear plastic liquid-measuring cupnewspaper or basindry-measuring cups (nesting, if possible)rice or dried beans (at least 4 cups)measuring spoon setteaspoon, tablespoon, and serving spoon from a silverware setLesson Worksheet 60-2B3 empty plastic containers

Lessons 61-70.2 (continue in January)

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NF.1-Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

How do you write a fraction to represent a given part of a set?

What do the two numbers in a fraction tell you?

Fact Practice-Subtracting 2

write a part of a set as a fraction.

seventhssixthswhole

Fractions are used to describe a part of a set.

Lesson 61 Teacher Fact Cards (Set C)Class Fact Practice 61A/Fact Homework 61Btwo-color counters (5-12 per child)Lesson Worksheet 61Guided Class Practice 61A/Homework 61BMath News No. 6

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

When would you estimate the difference of two two-digit numbers?

Oral Fact Practice-Subtracting 2, Differences of 2

Fact Practice-Subtracting 2, Differences of 2

subtract a multiple of 10 from a number using mental computation.

estimate differences of two two-digit numbers.

You can use subtracting multiples of 10 to help you estimate answers to subtracting problems. Sometimes you don't need to know an exact difference.


2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.3.MD.5-Recognize area as an attribute of plane figures and understand concepts of area measurement.

What is a square?

What is a square number?

How is a square shape like a square number?

Fact Practice-Subtracting 0,1, and 2, subtracting half of a double, subtracting a number from 10 and differences of 0,1, and 2

square numbers.

identify perfect squares.

finding the area of a square.

simplify expressions with exponents of 2.

exponentperfect squaresquare numbermultiply

Mathematicians have certain numbers that they call square numbers.

1,4,9,16,25,36,49,64,81,100,121, and 144 are square numbers.

Lesson 63 Teacher Fact Cards (Sets A, B, and C)Class Fact Practice 63A/Fact Homework 63Bcolor tiles (66 red and 78 yellow)box lid, shallow cookie tin, or similar container (at least 12" x 12")Lesson Worksheet 63Guided Class Practice 63A/Homework 63B

3.MD.6-Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What is the largest and smallest number you can show using six base ten blocks?

Oral Fact Practice-Subtracting 2 and Differences of 2

Fact Practice-Subtracting 2 and Differences of 2

show three-and four-digit numbers using base ten blocks.

write three- and four-digit numbers for a model or a picture.

place valuevolume1 cubic unit10 cubic units100 cubic units1,000 cubic unitsperfect square

A 'unit cube' or the 'ones' cube has a volume of 1 cubic unit.It takes 10 cubic units to make a 'tens stick.'A 'flat' is the same as 100 unit cubes.

Lesson 64 Meeting Board counting strip (perfect squares)Oral Fact Practice 64A/BClass Fact Practice 64A/Fact Homework 64Bbase ten blocks: 100 unit cubes, 20 10-sticks, 10 100-flats, and 1 1,000-cubescrap paper (1 piece per child)Guided Class Practice 64A/Homework 64B

2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

How can you find a missing addend in a subtraction problem?

Fact Assessment 12-1-Subtracting 2; Differences of 2

Fact Practice-Subtracting 3 and 4

subtract 3 and 4; differences of 3 and 4.

perfect square


The answer for a subtraction problem is called the 'difference.'

Lesson 65.1 Teacher Fact Cards (Set C)Fact Assessment 12-1 (Subtracting 2; Differences of 2)Teacher Fact Cards (Set E)Lesson Worksheet 65-1A/BLesson Worksheet 50-1 (from Lesson 50-1)cups of 20 pennies or counters (1 per child)Class Fact Practice 65A/Fact Homework 65BGuided Class Practice 65A/Homework 65B

2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.3.C-Tell time on an analog and digital clock, identify times of day and night as a.m. and p.m., and calculate elapsed time2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.3.MD.1-Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

What ingredients would you use to make homemade brownies? Write a recipe with the amounts of each item that you think you would need to make brownies.

Fact Assessment 12-2 100 Addition facts 12/23/2014Written Assessment 12


follow a recipe.

set a dial and determine elapsed time.

counter-clockwise

When you go around a center point to the left, you go counter-clockwise.

Lesson 65.2 Fact Assessment 12-2/Bonus Facts (100 Addition Facts)Written Assessment 12Lesson Worksheet 60-2A (from Lesson 60-2)ingredients for the recipeLesson Worksheet 65-2

2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without

How do you write a number sentence for an addition story problem that has missing information at the beginning of the story?


identify the missing addend in a "Some, Some More" story.

algebraequation

Symbols are used to take the place of a missing part of a number sentence.

Lesson 66 Teacher Fact Cards (Set E)Class Fact Practice 66A/Fact Homework 66Bscrap paper (1 piece per child)Guided Class Practice 66A/Homework 66B

regrouping including problems with money.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3. B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

How can you check your answer to a subtraction problem?

Oral Fact Practice-Subtracting 3 and 4


subtract two-digit numbers.

Subtract two-digit numbers. Lesson 67 Oral Fact Practice 67A/BClass Fact Practice 67A/Fact Homework 67BLesson Worksheet 67Guided Class Practice 67A/Homework 67B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Which number words do you think are hard to spell?

Fact Practice-Subtracting a number from 10, subtracting 2,3, and 4 and differences of 2,3, and 4

write numbers to 1,000 using words.

A hyphen is always used between a '-ty' word and a number word from one to nine.

Lesson 68 Teacher Fact Cards (Sets B, C,and E)Class Fact Practice 68A/Fact Homework 68BChart 68 (Number Words)scrap paper (1 piece per child)Math FoldersGuided Class Practice 68A/Homework 68B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers

What is another way to write 5 hundreds + 7 hundreds = 12 hundreds?



add and subtract multiples of 100.

You can use addition and subtraction facts to help you add and subtract larger numbers.


with regrouping and triple-digit numbers, without regrouping including problems with money.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.NBT.3-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

What patterns are there in the multiplying by 2 facts?

Fact Assessment 13-1-Subtracting 3 and 4


multiply by 2.

look for a pattern to solve a problem.



factor

You can use multiplying by 2 facts to help find the answers for equal groups problems.

Lesson 70.1

Teacher Fact Cards (Set E)Fact Assessment 13-1 (Subtracting 3 and 4)10 pencilsLesson Worksheet 70-1sets of Learning Wrap-Ups; Multiply by 2 (1 set per child)Class Fact Practice 70A/Fact Homework 70BProblem-Solving Worksheet 70A/Performance Task Worksheet 70BProblem-Solving Process Chart (from Lesson 10-1)

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.6.3.A-Gather data from surveys and observations within the classroom or homes.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.6.3.E-Determine the reasonableness of a statement based on a comparison to data displayed in a graph.2.7.3.D-List or graph the possible results of an experiment.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.9.3.C-Identify locations of points with whole number

Where can you find the high and low temperatures for a given area on a specific day?

Fact Assessment 13-2 100 Subtraction facts, Subtracting 0,1,2,3, and 4


Oral Assessment 7



draw and read a line graph.

line graphgraphvertical line

Each day, meteorologists, keep track of the lowest and highest temperatures for the day. Each day the newspaper prints the daily high and low temperatures from the day before.

The title of a graph tell us what we are graphing.

Lesson 70.2 Fact Assessment 13-2/Bonus Facts (100 Subtraction Facts; Subtracting 0, 1, 2, 3, and 4)Written Assessment 13Oral Assessment Individual Recording Form 7Lesson Worksheet 70-2A chart (Daily Low Temperatures)Lesson Worksheet 70-2Ared and blue crayons (1 each per child)red and blue markersLesson Worksheet 70-2B chart (Daily Low Temperatures of ________ and ________)Lesson Worksheet 70-2B

coordinates on a number line or on a 2- dimensional coordinate system.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Lessons 71-80.2

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.C-Tell time on an analog and digital clock, identify times of day and night as a.m. and p.m., and calculate elapsed time3.MD.1-Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

If you could create the perfect school day schedule what would it look like? How many hours and minutes would you spend on each subject?


tell and show time to the minute.

multipleminute

When you write the digital time, you write the hour first, a colon, and then the number of minutes past the hour.

Multiples are the numbers we say when we skip count by a number

Lesson 71 temperature chart from daily newspaperTeacher Fact Cards (Set J)Class Fact Practice 71A/Fact Homework 71Bsets of Learning Wrap-Ups; Multiplying by 2 (1 set per child)scrap paper (1 piece per child)demonstration clockstudent clocks (1 per child)Lesson Worksheet 71Guided Class Practice 71A/Homework 71BMath News No. 7

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.

Which hundred is $138 closest to? Why?

Which hundred is $694 closest to? Why?

Oral Fact Practice-Multiplying by 2


round a number to the nearest hundred.

estimate sums and differences of three-digit numbers.

differencemultiple

You can tell whether to round a number up or down by looking at the last two digits.If the digits show a number that is less than 50, you round down. If the digits show a number that is more than 50, you round up. Mathematicians have a rule that says that you always round up to the larger number when a number is exactly in the middle.

Lesson 72 Oral Fact Practice 72A/BClass Fact Practice 72A/Fact Homework 72B3" x 3" self-stick tagsscrap paper (1 piece per child)Guided Class Practice 72A/Homework 72B

2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.C-Recognize, describe, extend, create, and replicate

Which is larger 1/3, 1/2, or 1/6? How do you know?

Fact Practice-Multiplying by 2 and by 7

compare fractions with denominators of 2, 3, and 6 using pattern blocks (part 1).

add and subtract fractions with denominators of 2, 3, and 6 using pattern blocks (part 1).

largestsixthsthirds

Each yellow pattern block represents one whole.Each red pattern block represents one half.Each blue pattern block represents one third.Each green pattern block

Lesson 73 Class Fact Practice 73A/Fact Homework 73Bsets of Learning Wrap-Ups; Multiplying by 2 and by 7 (1 set per child)pattern blocks in basketsGuided Class Practice 73A/Homework 73B

a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.NF.1-Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.3.NF.3-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

represents one sixth.

2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.3.NF.1-Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.3.NF.3-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

How do you add two fractions with like denominators? Subtract?



write a fraction to show a part of a whole.

compare fractions with denominators of 2, 3, and 6 using pattern blocks (part 2).

add and subtract fractions with denominators of 2, 3, and 6 using pattern blocks (part 2).

Fractions can be added and subtracted.

Models can be used to show the addition and subtraction of fractions.

Lesson 74 Oral Fact Practice 74A/BClass Fact Practice 74A/Fact Homework 74Bpattern blocks in basketsLesson Worksheet 74A/BGuided Class Practice 74A/Homework 74B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What numbers would you find on a Bingo board if you are counting by 5's and 6's?


Fact Practice-Subtracting 5 and 6, Differences of 5 and 6

subtract 5 and 6; differences of 5 and 6.

horizontal row


The answer for a subtraction problem is called the difference.

Lesson 75.1 Teacher Fact Cards (Set J)Fact Assessment 14-1 (Multiplying by 2)Teacher Fact Cards (Set F)Lesson Worksheet 75-1A/BLesson Worksheet 50-1B (from Lesson 50-1)cups of 20 pennies or counters (1 per child)Class Fact Practice 75A/Fact Homework 75BGuided Class Practice 75A/Homework 75B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.

If you could draw a map of the desks/tables in the room and assign each desk/table a Roman numeral, what would it look like?




read and write roman numerals to 31.

Roman Numeral

Roman Numerals from 1-12 like on a clock.Roman Numerals from 1-31 like on a calendar.

Lesson 75.2 Fact Assessment 14-2/Bonus Facts (100 Addition Facts)Written Assessment 14Lesson Worksheet 75-2A/B

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Tina added 278 and 324. Her answer was 5,912. How would you explain to her what she did wrong?


add three-digit numbers.

hundreds

When you add 2 three-digit numbers together you must make sure that you write the ones in the ones' column, the tens in the tens' column, and the hundreds in the hundred's' column.

Many people write the number that you are trading at the top of the new column. Some people think it is easier to write it at the bottom of the hundreds' column so you can easily check to see how many tens you had.

Lesson 76 Meeting Board counting strip (counting by 9's)Teacher Fact Cards (Set F)Class Fact Practice 76A/Fact Homework 76B6 pictures6 9" x 12" pieces of construction paperplay money ($100, $10, and $1 bills; 20 of each denomination)scrap paper (1 piece per child)Lesson Worksheet 71 (from Lesson 71)Guided Class Practice 76A/Homework 76B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.

Your class is lining up to go to lunch. You are at the end of the line. What ordinal position are you?



identify ordinal position.

ordinal number

When a 1,2, and 3 are followed by "st," "nd," and "rd," respectively; the other numbers to 20 are followed by "th." These are called ordinal numbers.

Lesson 77 Oral Fact Practice 77A/BClass Fact Practice 77A/Fact Homework 77Bordinal number cardsGuided Class Practice 77A/Homework 77B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).

How do you write a money amount that is more than a dollar using digits?

When you write a money amount less than a dollar using a fraction, why do you use 100 for the bottom number of the fraction?

Fact Practice-Subtracting 2 through 6 and differences of 2 through 6 1/24/2015

read and write money amounts to $1,000.

write money amounts using fractions and decimals.

write check.

Money amounts can be written using fractions and decimals.

Lesson 78 Teacher Fact Cards (Sets C, E, and F)Class Fact Practice 78A/Fact Homework 78BLesson Worksheet 78 chartLesson Worksheet 78A/BGuided Class Practice 78A/Homework 78B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those

What are the 13 ways to make $0.25 using dimes, nickels, and pennies?



select coins for a given amount.

There are many ways to make change using a variety of coins.

Lesson 79 Oral fact Practice 79A/BClass Fact Practice 79A/Fact Homework 79BLesson Worksheet 79 chart4 small cups3 quarters, 8 dimes, 5 nickels, and 10 penniesLesson Worksheet 79Optional: overhead coinsOptional: cups of 10 dimes, 10 nickels,

estimates.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.7.3.B-Determine whether different outcomes of the same event are equally likely or not equally likely.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.

and 20 pennies (1 each per pair of children)Guided Class Practice 79A/Homework 79B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.6.3.E-Determine the reasonableness of a statement based on a comparison to data displayed in a graph.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

If there are 2 computers for every 3 children and there are 24 children in the class how many computers are in the classroom?


Fact Practice-Subtracting 7,8, and 9

subtract 7, 8, and 9.




look for a pattern to solve a problem.

You can make a problem simpler by breaking it into two parts.

Lesson 80.1 Teacher Fact Cards (Set F)Fact Assessment 15-1 (Subtracting 5 and 6)Teacher Fact Cards (Set D and G)Lesson Worksheet 80-1A/BLesson Worksheet 50-1B (from Lesson 50-1)cups of 20 pennies or counters (1 per child)Class Fact Practice 80A/Fact Homework 80BProblem-Solving Worksheet 80A/Performance Task Worksheet 80BProblem-Solving Process Chart (from Lesson 10-1)

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.

How do you tell if a prediction is reasonable?



Oral Assessment 8



make reasonable predictions by collecting and analyzing data.

Information or data is used to make reasonable predictions.

Lesson 80.2 Fact Assessment 15-2/Bonus Facts (100 Subtraction Facts)Written Assessment 15Oral Assessment Individual Recording Form 8Chart 80-27 small brown paper bagscolor tiles (11 red, 14 yellow, 9 blue, and 8 green)Lesson Worksheet 80-2

2.6.3.E-Determine the reasonableness of a statement based on a comparison to data displayed in a graph.2.7.3.A-Determine the chance of an event occurring by performing simulations with concrete devices (e.g., dice, spinner).2.7.3.B-Determine whether different outcomes of the same event are equally likely or not equally likely.

Lessons 81-90.2

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.MD.5-Recognize area as an attribute of plane figures and understand concepts of area measurement.

What are the first twelve perfect squares?

How do you find the perfect squares?

Practice subtracting 7,8, and 9 and differences of 7,8, and 9

find the square roots of perfect squares.

find the length of the side of a square given the area.

square rootmultiple

Instead of saying or writing the words "What number multiplied by itself equals nine?" mathematicians write this- √9.

Lesson 81 Meeting Board counting strip (counting by 6's)Lesson Worksheet 71 (from Lesson 71)Teacher Fact Cards (Sets D and G)Class Fact Practice 81A/Fact Homework 81BGuided Class Practice 81A/Homework 81BMath News No, 8

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

When adding money amounts which column do you start adding first?

Oral Fact Practice-Subtracting by 7,8, and 9

Fact practice-Subtracting 7,8, and9

add money amounts (decimals).

decimal pointdollar signsquare root

When adding money amounts with decimals it is important to write numbers neatly in the correct columns.

When adding or subtracting vertically you only need to write the dollar sign next to the top number and the answer.

Lesson 82 Oral Fact Practice 82A/BClass Fact Practice 82A/Fact Homework 82B6 pictures6 9" x 12" pieces of construction paperscrap paper (1 piece per child)Guided Class Practice 82A/Homework 82B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.9.3.C-Identify locations of points with whole number coordinates on a number line or on a 2- dimensional coordinate system.3.MD.4-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole

Would you rather play outside when it is 2 degrees Celsius or 30 degrees Celsius? Explain why.

Fact Practice subtracting 5 through 9 and differences of 5 through 9

read and show the temperature on the Celsius scale.

Celsius scaleFahrenheitsquare root

The Fahrenheit scale was named after Gabriel Daniel Fahrenheit.

Anders Celsius decided that the freezing point of water and the boiling point of water were very important temperatures. On his scale he said that water freezes at 0 degrees C and boils at 100 degrees C. On most Celsius thermometers each degree has its own mark.

Lesson 83 Teacher Fact Cards (Sets D, F and G)Class Fact Practice 83A/Fact Homework 83BCelsius demonstration thermometeroutdoor thermometerLesson Worksheet 83Guided Class Practice 83A/Homework 83B

numbers, halves, or quarters. 2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.

How many months are in a year?

Which months have exactly 30 days? 31 days?

Oral Fact Practice-Subtracting 7,8, and 9

Fact Practice-Subtracting 7,8, and 9

identify the number of days in each month.

identify the number of days in a year.

Celsius

There is a leap year every four years. Each regular year has 365 days and a leap year has 366 days.

Lesson 84 Oral Fact Practice 84A/BClass Fact Practice 84A/Fact Homework 84BChart 84Lesson Worksheet 84Guided Class Practice 84A/Homework 84B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.C-Tell time on an analog and digital clock, identify times of day and night as a.m. and p.m., and calculate elapsed time2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.3.OA.5-Apply properties of operations as strategies to multiply and divide.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

What do you notice about the answers when you multiply by 0?

Fact Assessment 16-1, Subtracting 7,8, and 9


multiply by 0; multiply by 5.

identify the commutative property of multiplication.

commutative property of multiplication.Celsiusfactorproduct

When 0 is a factor, the product is always 0. Any number times 0 is 0. Mathematicians have noticed that when you multiply, if the factors are the same, even if they are in a different order, then the product will be the same. This is called the 'commutative property of multiplication.

Lesson 85.1 Teacher Fact Cards (Sets D and G)Fact Assessment 16-1 (Subtracting 7, 8, and 9)Lesson Worksheet 85-1sets of Learning Wrap-Ups; Multiplying by 5 (1 set per child)Class Fact Practice 85A/Fact Homework 85BGuided Class Practice 85A/Homework 85B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.3.MD.4-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

What would you measure in feet? yards? meters?




estimate and measure distance using feet, yards, and meters.

identify the number of inches in a foot and in a yard, feet in a yard, and centimeters in a meter.

customary unitfootmetermetric unityard

When you measure longer distances or larger objects, you can use feet, yards, or meters. Inches, feet, and yards are called 'customary units.' Centimeters and meters are metric units of measure. A tape measure or meter stick/yardstick is a tool that you can use to measure distance instead of a ruler.

There are 100 centimeters in one meter. One yard is the same as 36 inches. 1 yard equals 3 feet.

Lesson 85.2 Fact Assessment 16-2/Bonus Facts (100 Subtraction Facts)Written Assessment 16new pencilscrap paper (1 piece per group)retractable tape measuremeter stick/yardstickMath Folders

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the

Pretend that you went to the zoo. Write a larger-smaller-difference problem about the animals in the zoo.


identify and solve "Larger-Smaller-Difference" problems.

Larger-smaller-differences problems

Larger-smaller-difference problems compare two things.

Lesson 86 Meeting Board counting strip (counting by 1/4's)Teacher Fact Cards (Set K)Class Fact Practice 86A/Fact Homework 86Bsets of Learning Wrap-Ups; Multiplying

plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.3.OA.1-Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. 3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

by 5 (1 set per child)list of comparative adjectives7 red and 5 blue linking cubes12" x 1" strip of yellow construction paper3" x 1" strip of blue construction paperLesson Worksheet 86A/BLesson Worksheet 86A and 86B chartsGuided Class Practice 86A/Homework 86B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.OA.3-Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

What objects are packaged in arrays?



make and draw arrays.

write number sentences for arrays.

array

An array is an orderly arrangement of objects in the shape of a rectangle. A carton of eggs or a box of candies are arranged in rows like an array.

Lesson 87 Oral Fact Practice 87A/BClass Fact Practice 87A/Fact Homework 87Bbags of 18 small candies or pennies (1 per child)Lesson Worksheet 87A/BOptional: overhead coins or markersGuided Class Practice 87A/Homework 87B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the

What do you notice about the length, width, and area of a rectangle?

Fact Practice-Multiplying by 5 and by 2

estimate and find the area of a rectangle.

areasquare inch

Each edge of a color tile is one inch long. Each color tile has an area of one square inch. The area is the number of square inches you need to cover a rectangle.

Lesson 88 Class Fact Practice 88A/Fact Homework 88Bsets of Learning Wrap-Ups; Multiplying by 5 and by 2 (1 set per child)Lesson Worksheet 88color tiles (1 per child)bags of 25 color tiles (1 per child)Math FoldersGuided Class Practice 88A/Homework 88B

same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.3.MD.7-Relate area to the operations of multiplication and addition. 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

When you add three addends together, where do you start adding?

Oral fact practice-Multiplying by 5


find the sum of three addends.

decimal point

When adding money amounts you need to write neatly in columns so that the decimal points are lined up. Start adding the pennies first.

Lesson 89 Oral Fact Practice 89A/BClass Fact Practice 89A/Fact Homework 89B6 pictures of items with prices (from Lesson 82)scrap paper (1 piece per child)Guided Class Practice 89A/Homework 89B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.OA.2-Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8

How can you check a division problem to see if the quotient is correct?

Fact Assessment 17-1, Multiplying by 5

Fact Practice-Dividing by 5, 2, and 7

divide by 2 and by 5.


dividequotient

Multiplication and division are related.

You can use a clock face to learn how to multiply and divide by 5.

When you work backward on a story problem you begin at the end of the problem.

Lesson 90.1 Teacher Fact Cards (Set K)Fact Assessment 17-1 (Multiplying by 5)Lesson Worksheet 90-1Class Fact Practice 90A/Fact Homework 90BProblem-Solving Worksheet 90A/Performance Task Worksheet 90BProblem-Solving Process Chart (from Lesson 10-1)

shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.7.3.A-Determine the chance of an event occurring by performing simulations with concrete devices (e.g., dice, spinner).2.7.3.B-Determine whether different outcomes of the same event are equally likely or not equally likely.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.

Write about a time you played a game that you thought wasn't fair. Why did you think the game wasn't fair?

Fact Assessment 17-2 (100 subtraction facts)


Oral Assessment 9



determine the likelihood of an event.

determine the fairness of a game.

certainlikely50-50 chanceimpossibleprobabilityunlikely

The words 'certain,' 'likely,' '50-50 chance,' 'unlikely,' and 'impossible' are used when you talk about the likelihood of an event. Mathematicians use these words when they talk about the probability that something will happen.

Lesson 90.2 Fact Assessment 17-2/Bonus Facts (100 Subtraction Facts)Written Assessment 17Oral Assessment Individual Recording Form 9Chart 90-2 (spinners)Lesson Worksheet 90-2A/Blarge paper clips (1 per pair of children)

Lessons 91-100.2 (continued in March)

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.8.3.B-Use concrete objects and trial and error to solve

How many $10.00 items can you buy if you have $425 to spend?

How many hundred-, ten-, and one-dollar bills make $425?


subtract two- and three-digit numbers (part 1).

When subtracting two and three digit numbers, the largest number goes on the top.

Lesson 91 Meeting Board counting strip (counting by 8's)Lesson Worksheet 71 (from Lesson 71)Teacher Fact Cards (Sets I, J, and K; Remove all cards with zeros.)Class Fact Practice 91A/Fact Homework 91Bsets of Learning Wrap-Ups; Multiplying by 7 (1 set per child)6 pictures6 9" x 12" pieces of construction paperLesson Worksheet 91play money ($100, $10, and $1 bills)Guided Class Practice 91A/Homework 91BMath News No. 9

number sentences (equations and inequalities).2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Tim subtracted 370 from 510 and got 260. How would you explain to him what he did wrong?


subtract two-and three digit numbers (part 2).

minus

When subtracting two-and three-digit numbers it is important to line up your digits.

Lesson 92 Teacher Fact Cards (Sets I, J, and K; Remove all cards with zeros.)Class Fact Practice 92A/Fact Homework 92Bsets of Learning Wrap-Ups; Multiplying by 2 (1 set per child)Lesson Worksheet 91 (from Lesson 91)Guided Class Practice 92A/Homework 92B

2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.D-Identify equivalent measurements within the same system2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.

How do you know which fraction to use to describe a part of a whole?


compare and order unit fractions with denominators of 2, 3, 4, and 8 using fraction strips.

add and subtract fractions with like denominators of 2, 3, 4, and 8 using fraction strips.

eighths

When you share something, each person will have an equal piece.

Fractions are used to describe the size of each piece of an object that has been divided into equal parts.

Lesson 93

Teacher Fact Cards (Sets I, J, and K; Remove all cards with zeros.)Class Fact Practice 93A/Fact Homework 93Bsets of Learning Wrap-Ups; Multiplying by 5 (1 set per child)construction paper strips (1 set per child plus 1 set for demonstration)scissors (1 pair per child)Guided Class Practice 93A/Homework

3.NF.3-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 93B

2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.NF.3-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

What do you notice about the numbers in equivalent fractions?


compare and order fractions with denominators of 2, 3, 4, 5, 6, 8, and 10 using pictures.

identify fractions that equal 1/2 using pictures.

add and subtract fractions with like denominators of 2, 3, 4, 5, 6, 7, and 10.

equivalent fractionfifthstenths

Fractions are used to describe the size of each piece of an object that has been divided into equal parts.

Lesson 94 Teacher Fact Cards (Sets I, J, and K; Remove all cards with zeros.)Class Fact Practice 94A/Fact Homework 94Bsets of Learning Wrap-Ups; Multiplying by 7 (1 set per child)Lesson Worksheet 94Guided Class Practice 94A/Homework 94B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3,

Write an equal-groups story problem for a multiplying by 3 fact.

Fact Assessment 18-1, Dividing by 2, 5, and 7

Fact Practice- Multiplying by 3

multiply by 3. algebraproduct

You can use the multiplying by 3 facts to help you find the answers for equal groups problems.

Lesson 95.1 Teacher Fact Cards (Sets I, J, and K; Remove all cards with zeros.)Fact Assessment 18-1 (Dividing by 2, by 5, and by 7)Lesson Worksheet 95-1sets of Learning Wrap-Ups; Multiplying by 3 (1 set per child)Class Fact Practice 95A/Fact Homework 95BGuided Class Practice 95A/Homework 95B

know from memory all products of two one-digit numbers. 2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

How would you weigh something that is too large to fit on a bathroom scale?

Fact Assessment 18-2, (100 subtraction facts)



identify units of weight and mass: ounces, pounds, tons, grams, and kilograms.

estimate the mass of an object.

gramkilogrammassmilligramouncepoundtoncustomary unitmetric systemmetric unit

We use the word weight when talking about mass.

The abbreviation for 'pound' is lb.

When something weighs less than a pound it is weighed in ounces, oz.

16 ounces=1 pound1 ton=2,000 lb

In the metric system we use grams, kilograms, and milligrams when we weigh objects. A paper clip is about one gram. 1,000 paper clips=1 kilogram1 kilogram = a little more than 2 pounds.a grain of salt = 1 milligram1,000 grains of salt = 1 grammg=milligram1g=1,000 mg

Lesson 95.2 Fact Assessment 18-2/Bonus Facts (100 Subtraction Facts)Written Assessment 18bathroom scale or scale from nurse's officeone-pound object (butter, sugar,etc.)classroom objects (see lesson)one-kilogram object (a liter of water)

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.

Pretend that you are shopping for clothes to wear to school. You have $100 to spend. Describe one thing you would buy and how much it would cost. How much money would you have left?


subtract money amounts (decimals).

subtract across zeroes.

dollar sign

When adding or subtracting money amounts you need to line up the decimal points so that the pennies are above the pennies, the dimes are above the dimes, and the dollars are above the dollars. Write the dollar sign in front of the number you are subtracting. Begin with the pennies, then subtract the dimes, and then the ones.

You will regroup twice in a three-

Lesson 96 Teacher Fact Cards (Set L)Class Fact Practice 96A/Fact Homework 96Bsets of Learning Wrap-Ups; Multiplying by 3 (1 set per child)Lesson Worksheet 96A/BGuided Class Practice 96A/Homework 96B

digit number when there is a zero in the middle of the top number and there aren't enough ones to subtract.

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.C-Tell time on an analog and digital clock, identify times of day and night as a.m. and p.m., and calculate elapsed time2.3.3.D-Identify equivalent measurements within the same system2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.3.MD.1-Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

If you had a quarter of an hour of free time at school, explain what you would do.



tell and show time to the quarter hour.

When the minute hand is pointing to the 6, we say that it is 'half past' the hour or 30 minutes past the hour.

When the minute hand is pointing to the 3, we say that it is 'quarter past,' or 'quarter after,' the hour.

When the minute hand is pointing to the 9, we say that it is 'quarter of,' or 'quarter to,' the next hour.

Lesson 97 Oral Fact Practice 97A/BClass Fact Practice 97A/Fact Homework 97Bdemonstration clockscrap paper (1 piece per child)student clocks (1 per child)Guided Class Practice 97A/Homework 97B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.D-Identify equivalent measurements within the same system2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.NF.3-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

How would you write a fraction to show that someone ate one and one half pieces of cake?


show fractional amounts greater than 1.

write mixed numbers.

mixed numbers

Whole numbers are the numbers that we say when we count by 1's from zero. A mixed number contains a whole number and a fraction.

Lesson 98 Class Fact Practice 98A/Fact Homework 98Bset of Learning Wrap-Ups; pattern blocks in basketsLesson Worksheet 98Guided Class Practice 98A/Homework 98B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.D-Identify equivalent measurements within the same system2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.E-Use concrete objects or combinations of symbols

Create and draw an insect that is 1 3/4 inches long. Describe your insect.



measure and draw line segments to the nearest quarter inch.

endpoint

One quarter of something is the same as one fourth of something.

The ruler we use is divided into fourths, or quarters, because each inch is divided into four equal parts.

Two fourths is the same as one half.

Lesson 99 Oral Fact Practice 99A/BClass Fact Practice 99A/Fact Homework 99BLesson Worksheet 99 chart red, blue, and green markersLesson Worksheet 99crayons (red, blue, and green; 1 each per child)scissors (1 pair per child)Optional: heavy paper stock and glueGuided Class Practice 99A/Homework 99B

and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.MD.4-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.3.NF.2-Understand a fraction as a number on the number line; represent fractions on a number line diagram. 2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.7.3.B-Determine whether different outcomes of the same event are equally likely or not equally likely.2.7.3.D-List or graph the possible results of an experiment.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

What number sentence can you write to show how much is in 1 group of 4?

Fact Assessment 19-1, (Multiplying by 3)


multiply by 4.

make an organized list to solve a problem.

The multiplying by 4 facts can help you find the answers for equal groups problems.

Lesson 100.1

Teacher Fact Cards (Set L)Fact Assessment 19-1 (Multiply by 3)Lesson Worksheet 100-1sets of Learning Wrap-Ups; Multiplying by 4 (1 set per child)Class Fact Practice 100A/Fact Homework 100BProblem-Solving Worksheet 100A/Performance Task Worksheet 100BProblem-Solving Process chart (from Lesson 10-1)

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes3.G.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can

How are a trapezoid and a rectangle alike? Different?

How do you know if a shape is a quadrilateral?



Oral Assessment 10



identify parallel lines and line segments.

identify the properties of quadrilaterals.

parallel line segment

Parallel lines are lines that never meet. They are always the same distance apart.

A quadrilateral is any four-sided polygon. A trapezoid is a quadrilateral with one pair of parallel line segments.

Lesson 100.2

Fact Assessment 19-2/Bonus Facts (100 Subtraction Facts)Written Assessment 19Oral Assessment Individual Recording Form 10Lesson Worksheet 100-2A chart (Parallel Line Segments)Lesson Worksheet 100-2A/Bgreen, blue, and purple markerscrayons (green, blue, purple, yellow, red, orange, and tan: 1 each per child)

define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Parallelogram is a quadrilateral that has opposite sides that are parallel.

Lessons 101-110.2

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

\ How do you find a missing addend for a sum of 100?


find the missing addend for a sum of 100.

half hourtotal

Addends are the numbers that are added to equal the total. The total is called the sum.

Lesson 101 Teacher Fact Cards (Set M)Class Fact Practice 101A/Fact Homework 101Bsets of Learning Wrap-Ups; Multiplying by 4 (1 set per child)Guided Class Practice 101A/Homework 101BMath News No. 10

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.

You bought a pencil for 18¢. You gave the cashier $1.00. The cashier gave you three quarters and a nickel for change. What would you say to the cashier?



make change from $1.00.

fewesthalf hour

You can use addends of 100 to help you find how much change you will get back from $1.00 when you buy something. When you count back change, you begin with the coins that are worth the least.

Lesson 102 Oral Fact Practice 102A/BClass Fact Practice 102A/Fact Homework 102BLesson Worksheet 102 chart (Making Change From $1.00)7 or 8 self-stick tags7 or 8 classroom items (see lesson)Lesson Worksheet 102A/BGuided Class Practice 102A/Homework 102B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.

Where do you place the comma in a six-digit number?


read and write six-digit numbers.

multiply by 100 and by 1,000.

thousandshalf hour

When you write numbers with thousands, you use a comma to separate the thousands from the hundreds. After the word 'thousand,' you write a comma. When you write years, addresses,

Lesson 103 Class Fact Practice 103A/Fact Homework 103Bsets of Learning Wrap-Ups; Multiplying by 4 and by 3 (1 set per child)scrap paper (1 piece per child)Guided Class Practice 103A/Homework 103B

2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.3.NBT.1-Use place value understanding to round whole numbers to the nearest 10 or 100.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

or telephone numbers, you write them without a comma, and you read them differently.

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.

Why do you think mathematicians call (452=400+50+2) expanded form?



write a four-digit number in expanded form.

expanded form

Mathematicians call (803=800+0+3) expanded form.


2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.3.OA.2-Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

What number sentences can you write for a multiplication and division fact family?

Fact Assessment 20-1, (multiplying by 4)


divide by 3 and by 4.

write multiplication and division fact families.

dividedivision bardivision box

You can write multiplication and division fact families.

Lesson 105.1

Teacher Fact Cards (Set M)Fact Assessment 20-1 (Multiplying by 4)Lesson Worksheet 105-1A/BClass Fact Practice 105A/Fact Homework 105BGuided Class Practice 105A/Homework 105B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.5.3.B-Use appropriate mathematical vocabulary when

Which printed capital letters have parallel lines? Perpendicular lines?

Fact Assessment 20-2, (100 multiplication


intersecting linesperpendicular linesVenn diagram

Lesson 105.2

Fact Assessment 20-2/Bonus Facts(100 Multiplication Facts)Written Assessment 20

explaining how to solve a problem.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes3.G.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

facts)


identify perpendicular lines and line segments.

parallel line segment

If lines are not parallel, they are called "intersecting lines.' If lines intersect they meet or cross.

Perpendicular lines look like the sides of a rectangle.

Lesson Worksheet 105-2 chart (Perpendicular Line Segments)Lesson Worksheet 100-2A chart (from Lesson 100-2)Lesson Worksheet 105-2green, red, brown, orange, purple, and blue markerscrayons (red, brown, orange, purple, and blue; 1 each per child)

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

What do you think a business manager does?


add money amounts to $99,999.99.

write checks for money amounts to $99,999.99.

A comma is used to separate the thousands from the hundreds.

Lesson 106 Teacher Fact Cards (Sets H, L, and M; Remove all cards with zeros.)Class Fact Practice 106A/Fact Homework 106Bsets of Learning Wrap-Ups; Multiplying by 3 (1 set per child)Lesson Worksheet 106 chartLesson Worksheet 106Guided Class Practice 106A/Homework 106B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.C-Recognize, describe, extend, create, and replicate

There are 12 children. Write a story problem about dividing the children in to equal groups.


act out, draw pictures, and write number sentences for division story problems.

A number sentence can be written for division story problems.

Lesson 107 Teacher Fact Cards (Sets H, L, and M; Remove all cards with zeros.)Class Fact Practice 107A/Fact Homework 107Bsets of Learning Wrap-Ups; Multiplying by 4 (1 set per child)Lesson Worksheet 107bags of 20 color tiles (1 per child)Guided Class Practice 107A/Homework 107B

a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.3.OA.3-Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.3.OA.6-Understand division as an unknown-factor problem.

Write a story problem for the number sentence 45÷5=_______.


write number sentences for division story problems.

A number sentence can be written for division story problems.

Lesson 108 Teacher Fact Cards (Sets H, L, and M; Remove all cards with zeros.)Class Fact Practice 108A/Fact Homework 108Bsets of Learning Wrap-Ups; Multiplying by 3 (1 set per child)Lesson Worksheet 108Guided Class Practice 108A/Homework 108B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.

Why is it easy to use mental math to find the answer for 5x800?


multiply a multiple of 10, 100 or 1,000 by a single-digit number.

When multiplying a number with two zeros at the end, you can multiply the other numbers you see and add two zeros.

Lesson 109 Teacher Facts Cards (Set H, L and M; Remove all cards with zeros.)Class Fact Practice 109A/Fact Homework 109Bsets of Learning Wrap-Ups; Multiplying by 4 (1 set per child)scrap paper (1 piece per child)Guided Class Practice 109A/Homework 109B

2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.NBT.3-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.4.3.B-Interpret statements made with precise language of logic (e.g., all, or, every, none, some, or, many.)2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.6.3.E-Determine the reasonableness of a statement based on a comparison to data displayed in a graph.2.7.3.D-List or graph the possible results of an experiment.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.3.OA.7-Fluently multiply and divide within 100, using

What numbers do you say when you count by 9?

Fact Assessment 21-1, (Dividing by 3, 4, and 1)


multiply by 9.



You can always check to see if your answer for a multiplying by 9 fact is correct because the sum of the digits will always equal 9. The tens' digit will always be one less than the number you are multiplying times 9.

Lesson 110.1

Teacher Fact Cards (Sets H, L, and M; Remove all cards with zeros.)Fact Assessment 21-1 (Dividing by 3, by 4, and by 1)Lesson Worksheet 110-1sets of Learning Wrap-Ups; Multiplying by 9 (1 set per child)Class Fact Practice 110A/Fact Homework 110BProblem-Solving Worksheet 110A/Performance Task Worksheet 110BProblem-Solving Process Chart (from Lesson 10-1)

strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes

How does a slide, flip, and turn move?



Oral Assessment 11



identify transformations: translations, rotations, and reflections.

reflectrotatetranslation

A translation is also known as a slide.A rotation is also known as a turn.A reflection is also known as a flip.

Lesson 110.2

Fact Assessment 21-2/Bonus Facts (100 Subtraction Facts)Written Assessment 21Oral Assessment 113 tag board lettersLesson Worksheet 110-2scissors (1 pair per child)

Lessons 111-125.2 ( continued in April)

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.6.3.A-Gather data from surveys and observations within the classroom or homes.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.6.3.E-Determine the reasonableness of a statement based on a comparison to data displayed in a graph.2.7.3.A-Determine the chance of an event occurring by performing simulations with concrete devices (e.g., dice, spinner).2.7.3.B-Determine whether different outcomes of the same event are equally likely or not equally likely.2.7.3.C-Write the likelihood of an event as a fraction.

Write about the oldest person in your family. What year do you think he/she was born in? Why?


identify a fractional part of a set.

determine age.

The date on a penny tells you when it was minted or made.

Lesson 111 Teacher Fact Cards (Set N)Class Fact Practice 111A/Fact Homework 11Bsets of Learning Wrap-Ups; Multiplying by 9 (1 set per child)Lesson Worksheet 111cups of 12 pennies (1 per child)Guided Class Practice 111A/Homework 111BMath News No. 11

2.7.3.D-List or graph the possible results of an experiment.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.NF.1-Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.3.NF.3-Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.3.OA.1-Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

Why is it easy to find 32 x 7 mentally?



multiply a one-digit number and a two-digit number using mental computation.

expanded form

When multiplying a one-digit number times a two-digit number in expanded form helps you to multiply mentally.


2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.3.A-Gather data from surveys and observations within the classroom or homes.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes2.10.3.A-Identify right angles in the environment.3.G.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Design a class banner that includes an acute, obtuse, or right triangle.


identify right, obtuse, and acute angles.

name triangles by angle size.

acute angleobtuse angleangleintersecting linesperpendicular linesright angle

When lines intersect, angles are formed. The space between the intersecting lines is called an 'angle.'

Lesson 113 Class Fact Practice 113A/Fact Homework 113Bset of Learning Wrap-Ups; Multiplying by 9 and by 4 (1 set per child)Lesson Worksheets 113A and 113Bscissors (1 pair per child)color tiles (1 per child)Guided Class Practice 113A/Homework 113B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of

How many spaces are there from zero to the 1-centimeter line on a ruler?



measure line segments using millimeters.

millimeter

cm is the abbreviation for 'centimeter.' When you write metric abbreviations you do not use a period in them.1cm=10 mm

Lesson 114 Oral Fact Practice 114A/BClass Fact Practice 114A/Fact Homework 114Bcopy paper (1 piece per child)Guided Class Practice 114A/Homework 114B

measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

2 cm= 20 mm

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

What patterns do you see in the multiplying by 6 facts?

Fact Assessment 22-1-Multiplying by 9


multiply by 6. The multiplying by 6 facts can help you learn the dividing by 6 facts.

Lesson 115.1

Teacher Fact Cards (Set N)Fact Assessment 22-1 (Multiplying by 9)Lesson Worksheet 115-1set of Learning Wrap-Ups; Multiplying by 6 (1 set per child)Class Fact Practice 115A/Fact Homework 115BGuided Class Practice 115A/Homework 115B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.D-Identify equivalent measurements within the same system2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes

Choose two geometric solids and tell how they are alike and different.

Fact Assessment 22-2, (100 multiplication facts)



identify geometric solids.

identify faces, vertices, and edges of a geometric solid.

construct a cube.

cubecylinderedgesfacepyramidrectangular prismspheretriangular prismvertexvertices

The sides of a cube, rectangular prism, pyramid, and triangular

Lesson 115.2

Fact Assessment 22-2/Bonus Facts (100 Multiplication Facts)Written Assessment 22Math Folderssets of geometric solids (Include a triangular prism from a building block set.)models for geometric solids (ball, can, die, and cereal box)dark markerLesson Worksheet 115-2scissors (1 pair per child)clear tape

3.G.1-Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

prism are called 'faces.' Faces must always be polygons. A sphere, cylinder, and cone do not have faces.

The corners of a geometric solid where the faces meet are called 'edges.'

2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.OA.5-Apply properties of operations as strategies to multiply and divide.

Explain how to find out about how many hours you will sleep this month.

Explain how to find out how many days old you were on your last birthday.


multiply a single-digit number and a multi-digit number using the multiplication algorithm.

multiplication algorithm

The multiplication algorithm is used to multiply a single-digit number and a multi-digit number.

Lesson 116 Teacher Fact Cards (Set O)Class Fact Practice 116A/Fact Homework 116Bsets of Learning Wrap-Ups; Multiplying by 6 (1 set per child)scrap paper (1 piece per child)base ten blocksGuided Class Practice 116A/Homework 116B

2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.33.OA.9-Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

You put a penny in a gumball machine and 5 gumballs came out. What do you think will happen if you put in 2 pennies? 5 pennies? 8 pennies?



identify a function rule.

function rule

Function rules can be used to fill in missing numbers in a pattern.

Lesson 117 Oral Fact Practice 117A/BClass Fact Practice 117A/Fact Homework 117Bscrap paper (1 piece per child plus 1 for demonstration)Guided Class Practice 117A/Homework 117B

2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.B-Add and subtract single- and doubledigit numbers

When you have a problem that contains parentheses, what do you do to solve it?


simplify expressions containing parentheses.

multiply three or more factors.

use the associative property of

associative property of multiplicationfunction rule

When you solve a number sentence that contains parentheses, you do what is in parentheses first.

Lesson 118 Class Fact Practice 118A/Fact Homework 118Bsets of Learning Wrap-Ups; Multiplying by 6 and by 9 (1 set per child)scrap paper (1 piece per child)Guided Class Practice 118A/Homework 118B

with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.3.OA.5-Apply properties of operations as strategies to multiply and divide.

multiplication.

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.MD.4-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.3.NF.2-Understand a fraction as a number on the number line; represent fractions on a number line diagram.

How do you write the length of a line segment using centimeters and millimeters?



write tenths using common and decimal fractions.

measure to the nearest tenth of a centimeter.

decimal fractionsfunction rulemillimetertenths

Instead of writing tenths as a fraction with a number over ten, you can write a decimal point and the number of tenths.

Lesson 119 Oral Fact Practice 119A/BClass Fact Practice 119A/Fact Homework 119BLesson Worksheet 119Guided Class Practice 119A/Homework 119B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare

How do you use a multiplication chart to find

Fact Assessment 23-1,

make and use a multiplication table.

Lesson 120.1

Teacher Fact Cards (Set O)Fact Assessment 23-1 (Multiplying by 6)

values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.5.3.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.3.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

the answer for a multiplication problem?

(Multiplying by 6)


multiply by 8.



Each column and row on a multiplication table is like a counting strip.

Lesson Worksheet 120-1A chartLesson Worksheet 120-1A/Byellow crayonssets of Learning Wrap-Ups; Multiplying by 8 (1 set per child)Class Fact Practice 120A/Fact Homework 120BProblem-Solving Worksheet 120A/Performance Task Worksheet 120BProblem-Solving Process Chart (from Lesson 10-1)

2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.3.OA.1-Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. 3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

What are the first 12 prime numbers?

Fact Assessment 23-2, (100 Multiplication facts)


Oral Assessment 12



identify the factors of a number.

identify prime numbers less than 20.

prime number

A prime number is a number that has exactly two factors.

Lesson 120.2

Fact Assessment 23-2/Bonus Facts (100 Multiplication Facts)Written Assessment 23Oral Assessment Individual Recording Form 12Lesson Worksheet 120-2 chartLesson Worksheet 120-2

Lessons 121-130.2 (continued in May)

Standards Essential Questions Assessments Skills Content Lessons Resources2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.8.3.E-Use concrete objects or combinations of symbols and numbers to represent expressions, equations, and inequalities that model mathematical situations.2.9.3.A-Name, describe and draw/build 2- and 3- dimensional shapes3.MD.2-Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

How can you find the volume of a rectangular prism?


find the volume of a rectangular prism.

arraycubecubic unitrectangular prismvolume

Volume is the number of cubic units that a geometric solid will hold.

Lesson 121 Teacher Fact Cards (Set P)Class Fact Practice 121A/Fact Homework 121Bsets of Learning Wrap-Ups; Multiplying by 8 (1 set per child)shoe box or similar storage container (about 41/2" x 11" x 4": clear plastic, if possible)children's cubes from Lesson Worksheet 115-2 (from Lesson 115-2)Lesson Worksheet 121Guided Class Practice 121A/Homework 121BMath News No. 12

2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.3.NBT.3-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.3.OA.6-Understand division as an unknown-factor problem.

How can you check an answer to a division problem?


Practice-Multiplying by 8

divide two- and three-digit multiples of 10 by a one-digit number using mental computation.

When you divide, each group must have the same amount. You can use multiplication to check the answer to a division problem.

Lesson 122 Oral Fact Practice 122A/BClass Fact Practice 122A/Fact Homework 122Bplay money (21 $10 bills)scrap paper (1 piece per child)Guided Class Practice 122A/Homework 122B

2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system

Where would you place negative numbers on a number line?


locate negative numbers on a number line.

infinitylinenegative numberpositive number

A thermometer is a number line. A number line is endless, or infinite. It is represented by the infinity symbol ∞ .

Lesson 123 Class Fact Practice 123A/Fact Homework 123Bsets of Learning Wrap-Ups; Multiplying by 8 and by 6 (1 set per child)Celsius demonstration thermometercopy paper (1 piece per child)Guided Class Practice 123A/Homework 123B

2.9.3.C-Identify locations of points with whole number coordinates on a number line or on a 2- dimensional coordinate system.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).3.NBT.3-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.3.OA.6-Understand division as an unknown-factor problem.

Write a division story problem involving a two-digit and a one-digit number.



divide a two-digit number by a one-digit number.

degree

To divide a two-digit number by a one-digit divisor, division, multiplication, and subtraction are used.

Lesson 124

Oral Fact Practice 124A/BClass Fact Practice 124A/Fact Homework 124Bscrap paper (1 piece per child)chart paperGuided Class Practice 124A/Homework 124B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.6.3.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.3.OA.7-Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

If two erasers cost 10¢, how do you find the cost of one eraser?

Fact Assessment 24-1, Multiplying by 8


determine unit cost.

divide by 6, by 8, and by 9.

unit cost

Unit cost can be found by dividing.

Lesson 125.1

Teacher Fact Cards (Set P)Fact Assessment 24-1 (Multiplying by 8)Lesson Worksheet 125-1ALesson Worksheet 125-1B/CClass Fact Practice 125A/Fact Homework 125BGuided Class Practice 125A/Homework 125B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.6.3.B-Organize and display data using pictures, tallies,

How do you use a scale to find the distance between two cities on a map?

Fact Assessment 24-2/Bonus Facts (100 Multiplication facts)



locate information on a map.

compass rosedirectiontopologysphere

Long distances are measured using miles or kilometers.

A scale is used to find distance on a map.

Lesson 125.2

Fact Assessment 24-2/Bonus Facts (100 Multiplication Facts)Written Assessment 24globeUnited States mapLesson Worksheets 125-2A and 125-2Bglue stick or tapeOptional: compassLesson Worksheet 125-2Ccrayons or colored pencils

charts, bar graphs and pictographs2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table. 2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.3.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.9.3.C-Identify locations of points with whole number coordinates on a number line or on a 2- dimensional coordinate system.3.OA.5-Apply properties of operations as strategies to multiply and divide.

How would you use a number line to show addition, subtraction, and multiplication?


show addition, subtraction, and multiplication on a number line.

You can use a number line to show what happens in a story problem.

Lesson 126 Teacher Fact Cards (Sets N, O, and P; Remove all cards with zeros.)Class Fact Practice 126A/Fact Homework 126Bsets of Learning Wrap-Ups; Multiplying by 8 (1 set per child)Lesson Worksheet 126A/BGuided Class Practice 126A/Homework 126B

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.3.3.B-Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determine the measurement to a specified level of accuracy2.3.3.D-Identify equivalent measurements within the same system2.3.3.F-Estimate and verify measurements of length, area, weight, and capacity.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.3.MD.6-Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

How many feet are in a mile?

Fact Practice-Dividing by 6, 8, and 9 4/27/2015

identify units of measure for long distances.

use a scale to find distance on a map.

kilometermilefoot

5,280 feet = 1 mileIn the United Stares, when we ride in a car, a bus, a train, or a plane, we measure the distance using miles. In other countries people use kilometers.

Lesson 127 Teacher Facts Cards (Sets N, O, and P; Remove all cards with zeros.)Class Fact Practice 127A/Fact Homework 127Bsets of Learning Wrap-Ups; Multiplying by 6 (1 set per child)Lesson Worksheet 127each child's map (from Lesson 125-2)Guided Class Practice 127A/Homework 127B

3.NBT.3-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.


add positive and negative numbers.

negative numberpositive number

Lesson 128 Teacher Fact Cards (Sets N, O, and P; Remove all cards with zeros.)Class Fact Practice 128A/Fact Homework 128Bsets of Learning Wrap-Ups; Multiplying by 9 (1 set per child)Charts 128A, 128B, and 128CLesson Worksheet 128Guided Class Practice 128A/Homework 128B

3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how


create a coordinate plane.

coordinate planeoriginintersecting lines

Lesson 129 Teacher Fact Cards (Sets N, O, and P; Remove all cards with zeros.)Class Fact Practice 129A/Fact Homework

many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

identify the location of a point on a coordinate plane.

perpendicular linespositive number

129Bsets of Learning Wrap-Ups; Multiplying by 8 (1 set per child)Lesson Worksheet 129 chartLesson Worksheet 129Guided Class Practice 129A/Homework 129B

3.MD.3-Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Fact Assessment-Dividing by 6, 8, and 9

graph points on a coordinate plane.


ordered paircoordinate planeorigin

Lesson 130.1

Teacher Facts Cards (Sets N, O, and P; Remove all cards with zeros.)Fact Assessment 25-1 (Dividing by 6, by 8, and by 9)Fact Homework 130Chart 130-1Lesson Worksheet 130-1 chartLesson Worksheet 130-1 Problem-Solving Worksheet 130A/Performance Task Worksheet 130BProblem-Solving Process Chart (from Lesson 10-1)


Fact Assessment 25-2/Bonus Facts (100 Multiplication facts)


Oral Assessment 13



show large numbers using objects.

round numbers to the nearest thousand.

compare and order six-digit numbers.

comparison symbolsthousands

Lesson 130.2

Fact Assessment 25-2/Bonus Facts (100 Multiplication Facts)Written Assessment 25Oral Assessment Individual Recording Form 13Lesson Worksheet 130-2

Lessons 131-135

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.C-Use drawings, diagrams or models to show the concept of fraction as part of a whole.2.2.3.A-Develop fluency in the use of basic facts for the four operations.3.NF.2-Understand a fraction as a number on the number line; represent fractions on a number line diagram.

If you divide a square into 10 equal parts what fractional part would each piece be? How would you write that as a decimal?


write hundredths using common and decimal fractions.

decimalhundredthtenths

Pictures can be used to represent common and decimal fractions.

Lesson 131

Class Fact Practice 131A/Fact Homework 131BLesson Worksheet 131Guided Class Practice 131A/Homework 131BMath News No. 13

2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.1.3.F-Understand the concepts of addition and subtraction and use the inverse relationships between addition and subtraction to determine unknown quantities in equations.3.NBT.3-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies

What does it mean when you have a remainder in the answer to a division problem?


divide a two-digit number by a one-digit number with a remainder.

Answers to division problems can have remainders.

Lesson 132

Class Fact Practice 132A/Fact Homework 132Bscrap paper (1 piece per child)Guided Class Practice 132A/Homework 132

based on place value and properties of operations.3.OA.6-Understand division as an unknown-factor problem. 2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.4.3.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.8.3.A-Use the concept of equality and concrete objects to demonstrate understanding of commutative, associative, and identity properties.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).3.OA.4-Determine the unknown whole number in a multiplication or division equation relating three whole numbers.3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

When you have a problem with multiplication, division, addition, and subtraction, how do you find the answer?


simplify expressions with addition, subtraction, multiplication, and division.

When you have a number sentence that has multiplication, division, addition, and subtraction you always find the answers for the multiplication and division first. It helps to underline the multiplication and division problems then find the answers to them.

Lesson 133

Class Fact Practice 133A/Fact Homework 133Bscrap paper (1 piece per child)Guided Class Practice 133A/Homework 133B

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.D-Apply place value concepts and base-ten numeration to order and compare whole numbers.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.

How many digits do you need to have in a number to represent millions?

Fact Practice-Multiplying

identify place value to millions.

hundred thousandsmillionsten thousandsplace valuethousands

Lesson 134

Class Fact Practice 134A/Fact Homework 134B1 copy of Lesson Worksheet 130-2 (from Lesson 130-2)2 reams of copy paperGuided Class Practice 134A/Homework 134B

2.1.3.E-Apply number patterns even and odd, factors and multiples to represent numbers in various ways.2.2.3.A-Develop fluency in the use of basic facts for the four operations.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.7.3.E-Determine that there can be a difference between predicted and actual outcomes.

What would be the easiest way to count the ladybugs without counting each one individually?

Fact Assessment-Multiplying by 11 and 12



estimate a large collection by sampling.

estimating by sampling

Mathematicians make a reasonable estimate of the number of objects in a picture, or collection. They divide the picture, or collection into groups that are about the same size. They count the number of objects in one group. When they finish counting one group, they multiply by the number of groups they have to find their estimate. This is called 'estimating by sampling.'

Lesson 135

Fact Assessment 26 (Multiplying by 11 and by 12)Written Assessment 26Lesson Worksheet 135A/BGuided Class Practice 135A/Homework 135B

Lessons A-E

Standards Essential Questions Assessments Skills Content Lessons Resources2.1.3.B-Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.2.1.3.E-Apply number patterns even and odd, factors and

How do you find the range of a set of data? mode? median?

make a line plot.

identify the mode, range, and median of a

When you make a line plot you draw an x above the number line to show a specific number. The number that has the most x's is called the 'mode.'

Lesson A scrap paper (1 piece per child)

multiples to represent numbers in various ways.2.3.3.A-Demonstrate an understanding of measurable characteristics and the need to quantify those characteristics2.6.3.A-Gather data from surveys and observations within the classroom or homes.2.6.3.C-Describe data displayed in a diagram (e.g., Venn) a graph or a table.2.6.3.D-Analyze data shown in tables, charts, diagrams, and graphs; compare the data from two categories displayed in a graph and compare representations of a set of data in different graphs.2.7.3.D-List or graph the possible results of an experiment.2.9.3.C-Identify locations of points with whole number coordinates on a number line or on a 2- dimensional coordinate system.2.11.3.A-Identify whole number quantities and measurements from least to most and greatest value.

set of data. The difference between the greatest number and the least number is called the 'range.' 'Median' is the middle number in a list that is arranged in order from least to greatest.

2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money. When would people need

to find an average?

find the mean of a set of data.

mean

Mathematicians use the word 'mean' when talking about an average?

To find the 'mean' you can add then divide.

Lesson B 20 linking cubesbags of color tiles (1 per child)scrap paper

2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.6.3.A-Gather data from surveys and observations within the classroom or homes.2.7.3.A-Determine the chance of an event occurring by performing simulations with concrete devices (e.g., dice, spinner).2.7.3.B-Determine whether different outcomes of the same event are equally likely or not equally likely.2.7.3.C-Write the likelihood of an event as a fraction.2.7.3.D-List or graph the possible results of an experiment.

If you flip a coin, what are the two ways it can land?

calculate the probability of an event.

Probability tells the likelihood that something will happen.

Lesson C coins (1 per child)scrap paper (1 piece per child)dot cubes (1 per child)

2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.8.3.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).

When might you need to use a calculator?

use calculator to add, subtract, multiply, divide, and find square roots.

predict the relative size of solutions.

The place at the top of the calculator that looks like a window is called the 'display.'

Lesson D

calculators (1 per child)Optional: overhead calculatorscrap paper (1 piece per child)

2.1.3.A-Apply one-to-one correspondence and number patterns to count up and count back and to compare values of whole numbers and values of money.2.2.3.B-Add and subtract single- and double-digit numbers with regrouping and triple-digit numbers, without regrouping including problems with money.2.2.3.D-Estimate values, sums, and differences of

How do you know when to use mental computation to solve a problem? Paper and pencil? Calculator?

choose an appropriate method for finding the answer to a problem.

use a calculator to compare data.

Problems can be solved using different methods?

Lesson E calculators (1 per child)Optional: overhead calculator2 paper of plastic grocery bags10 assorted grocery items10 self-stick or construction paper tags

quantities and conclude the reasonableness of those estimates.

use a calculator to find the range and mean of a set of data.

web view2.1.3.b-represent equivalent forms of the same number through the use of concrete objects,...

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