Transition: Advanced Counting to Early Additive Domain: Addition and Subtraction
|
|
|
- Colin Pope
- 8 years ago
- Views:
Transcription
1 Transition: Advanced Counting to arly Additive Domain: Addition and Subtraction Achievement Number and Algebra: Level Two Objectives Number Strategies: Use simple additive strategies with whole numbers and fractions Number Knowledge: Know forward and backward counting sequences with whole numbers to at least Know the basic addition and subtraction facts. Know how many ones, tens, and hundreds are in whole numbers to at least quations and xpressions: Communicate and interpret simple additive strategies, using words, diagrams [pictures], and symbols. Key Teaching Ideas Our number system is based on ten. (Key Idea #1) Basic fact knowledge can be used to add and subtract tens. (Key Idea #2) Problem progression =, so = =, so = and = =, so = =, so = and = =, so = References More ones and tens (38) Adding ones and tens (38) Subtracting ones and tens (39) , , N2.1 Shaker Maker (4) N2.1 How Old? (5) N2.1 Mighty Mary (6) N2.2 Hunting the Taniwha (7) N2.2 Leapfrog (12) N2-3 Putting Numbers to Work (2) N2-3 Going Up (8) N3-4.1 Disappearing Dollars (24) N7/8 l.1 Down with Darts (18) N7/8 L.1 Absolutely Abseiling (19) Knowledge being Identify all of the numbers in the range Teaching Number Knowledge (Book 4) Number fans (4) Place Value Houses (5) Number Hangman (5) N 2-3 What s my number? (3) N 2-3 Digit Time (5) N 2-3 Going up (8) NS 7/8 L.1 Aiming High (4) 2013 Crown Copyright Numeracy Development Projects 1
2 Transition: Advanced Counting to arly Additive Domain: Addition and Subtraction Key Teaching Ideas Numbers can be rearranged and combined to make ten. (Key Idea #3) Addition is associative, so addends can be regrouped to solve a problem more efficiently. (Key Idea #6) Addition and subtraction problems can be solved by partitioning one of the numbers to go up or back through ten. (Key Idea #4) Subtraction problems can be solved by going back through ten, partitioning numbers rather than counting back (Key Idea #5) Problem progression References Knowledge being =, so = =, so = =, =, =, = = as = as = as = as = as = as = as =. Make Ten (working with ten) (40) Compatible Numbers (44) Adding in Parts (working through ten) (41) Subtraction in Parts (subtracting back through ten) (42) N2.2 Counting Counts (10) N2.2 On and Off the Train (14) NS&AT2-3.2 Make 28 (14) BF3 Animal Antics (1) BF3 Carrot Country (6) BF3-4 Diamond Dazzle (4) BF3-4 Bunches (1) BF3-4 Magical Tens (11) BF3-4 Face Totals (18) N7/8 L.1 King of the Castle (15) Say the forwards and backwards number word sequences by ones, tens, and hundreds in the range Say the number 1, 10, or 100 more or less than a given number in the range Recall the number of tens and hundreds in centuries and thousands. Number fans (4) Counting (11) Skip counting on a number line (11) Lucky dip (13) Using calculators (14) , , , N 2.2 (2) Fan-tastic numbers Close to 100 (24) Tens in hundreds and more (27) 2013 Crown Copyright Numeracy Development Projects 2
3 Key Teaching Ideas Change unknown problems can be solved by using placevalue knowledge of tens and ones or by partitioning through tens. (Key Idea #7) Subtraction can be used to solve difference problems in which two amounts are being compared. (Key Idea #8) Problem progression 7 + = = = = = = = 11 so 11 5 = 68 + = 77 so = References Up over tens (change unknown working through ten) (45) The missing ones and tens (46) Problems like 37 + = 79 (change unknown with tens) (46) Problems like 67 - = 34 Comparisons: Finding difference in data (48) More comparisons: Comparing heights (49) Knowledge being Record the results of addition calculations, using equations and diagrams. Order numbers in the range Close to 100 (24) N 3-4 Disappearing Dollars (24) Card ordering (12) Arrow cards (13) Rocket- where will it fit (15) Number line flips (15) Squeeze Guess my number (15) Hundreds and thousands book (16) Bead strings (17) Who is the richest (18) , , N 2-3 On the cards (7) NS 7/8 L.1 Up the ladder (15) 2013 Crown Copyright Numeracy Development Projects 3
4 Transition: Advanced Counting to arly Additive Domain: Addition and Subtraction Key Teaching Ideas Problem progression References Knowledge being Knowledge of doubles can be used to work out problems close to a double. (Key Idea #9) = so = = so =, =, 14 7 = = so 16 7 =, 16 9 =, 15 8 = = so =, =, = = so =, =, =. Near Doubles (49) N2.1 Helping Hands (3) N2.2 It s Not Fair (15) BF2.3 Fizzing It up (5) Recall groupings within 100, e.g. 49 and 51 (particularly multiples of 5 e.g. 25 & 75) Recall the number of groupings of tens that can be made from a three-digit number Teaching Number Knowledge (Book 4) Traffic Lights (25) Zap (26) Nudge (24) Slavonic Abacus (23) Tens and ones (23) , , , , , , , , , , , N 2.1 Different Strokes (2) N 2.1 Mighty Marty (6) N 2.2 All that Glitters (3) N 2.2 Leapfrog (12) N 2.2 Hitting 100 (4) N 2-3 Putting numbers to work (2) 2013 Crown Copyright Numeracy Development Projects 4
5 Transition: Counting from Advanced Counting to arly Additive Key Teaching Problem References Ideas progression The equals sign 6 +1 = 5 + Subtraction represents balance = + 3 (Book 5) (Key Idea #10) + 12 = A balancing act (50) = = = - 34 Knowledge being Recall addition and subtraction facts to 20 Domain: Addition and Subtraction Number boggle (33) Tens frames again (34) Number mats and number fans (34) Bridges (35) Bowl a fact (35) Loopy (37) Addition flash cards (37) 9-3-6, 9-3-7, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , N 2.1 Frogs Frolic (22) BF 2-3 Quick add (3) BF 2-3 Add it on (6) BF 2-3 Twenty seven (15) BF 2-3 Stay on the line (19) BF 2-3 Testing triangles (21) BF 3 Beat yourself down (2) BF 3 Give or take (5) BF 3 Four in a row (7) BF 3 Array puzzle (8) N 2-3 Going down (9) N 3.3 Skimming stones (4) 2013 Crown Copyright Numeracy Development Projects 5
6 Transition: Advanced Counting to arly Additive Domain: Addition and Subtraction Knowledge being Round three-digit whole numbers to the nearest 10, or hundred Recall the multiples of 100 that add to 1000, e.g. 400 and , , , , Crown Copyright Numeracy Development Projects 6
-- Martensdale-St. Marys Community School Math Curriculum
-- Martensdale-St. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
Example 1: Suppose the demand function is p = 50 2q, and the supply function is p = 10 + 3q. a) Find the equilibrium point b) Sketch a graph
The Effect of Taxes on Equilibrium Example 1: Suppose the demand function is p = 50 2q, and the supply function is p = 10 + 3q. a) Find the equilibrium point b) Sketch a graph Solution to part a: Set the
Math Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
Everyday Math Online Games (Grades 1 to 3)
Everyday Math Online Games (Grades 1 to 3) FOR ALL GAMES At any time, click the Hint button to find out what to do next. Click the Skip Directions button to skip the directions and begin playing the game.
Book 5 Teaching Addition, Subtraction, and Place Value
Book 5 Teaching Addition, Subtraction, and Place Value Numeracy Professional Development Projects Revised 2012 Effective Mathematics Teaching The Numeracy Professional Development Projects assist teachers
Multiplication. Year 1 multiply with concrete objects, arrays and pictorial representations
Year 1 multiply with concrete objects, arrays and pictorial representations Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical
An Australian Microsoft Partners in Learning (PiL) Project
An Australian Microsoft Partners in Learning (PiL) Project 1 Learning objects - Log on to the website: http://www.curriculumsupport.education.nsw.gov.au/countmein/ - Select children Select children - This
Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
2nd Grade Math Common Core Curriculum
Quarter 1 I. Number 2.1.2.B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum
Tasks to Move Students On
Maths for Learning Inclusion Tasks to Move Students On Part 1 Maths for Learning Inclusion (M4LI) Tasks to Move Students On Numbers 1 10 Structuring Number Maths for Learning Inclusion (M4LI) Tasks to
Mathematics Florida Standards (MAFS) Grade 2
Mathematics Florida Standards (MAFS) Grade 2 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.2.OA.1.1 Use addition and subtraction
SCOPE & SEQUENCE. Kindergarten, First Grade, and Second Grade. Skills and Activities
SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning
Version 01 7540004661. Part 1 Addition
Version 01 7540004661 Part 1 Addition Survive Math 5 Part 1 Addition Survive Math 5 Addition and Subtraction i This content is Copyright 2005 Open School BC, all rights reserved. Open School BC content
+ Addition + Tips for mental / oral session 1 Early addition. Combining groups of objects to find the total. Then adding on to a set, one by one
+ Addition + We encourage children to use mental methods whenever possible Children may not need to be taught every step STEP Tips for mental / oral session Counting Concept & images Comments Early addition
for the Common Core State Standards 2012
A Correlation of for the Common Core State s 2012 to the Common Core Georgia Performance s Grade 2 FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: K-12 Mathematics
Numeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
Third Grade Math Games
Third Grade Math Games Unit 1 Lesson Less than You! 1.3 Addition Top-It 1.4 Name That Number 1.6 Beat the Calculator (Addition) 1.8 Buyer & Vendor Game 1.9 Tic-Tac-Toe Addition 1.11 Unit 2 What s My Rule?
MATHS ACTIVITIES FOR REGISTRATION TIME
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
NUMBERS AND THE NUMBER SYSTEM
NUMBERS AND THE NUMBER SYSTEM Pupils should be taught to: Know the number names and recite them in order, from and back to zero As outcomes, Year 1 pupils should, for example: Join in rhymes like: One,
Progressing toward the standard
Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two one-digit
Teaching children to calculate mentally
Teaching children to calculate mentally Teaching children to calculate mentally First published in 2010 Ref: 00365-2010PDF-EN-01 Disclaimer The Department for Education wishes to make it clear that the
Summary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg.
Autumn 1 Say the number names in order to 10. Read and write from 1 to 20 in numerals and words. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Count from 0 in
Quarter One: August-October
Quarter One: August-October (Chapters 1 3, 5-6, 10) August - December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
Math Games For Skills and Concepts
Math Games p.1 Math Games For Skills and Concepts Original material 2001-2006, John Golden, GVSU permission granted for educational use Other material copyright: Investigations in Number, Data and Space,
Reasoning Strategies for Addition Facts
Reasoning Strategies for Addition Facts More Than One and Two More Than There are 36 addition facts on the chart that have at least one addend (number being added to another) of 1 or 2. Being able to count
Decimals and Percentages
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
SQUARE-SQUARE ROOT AND CUBE-CUBE ROOT
UNIT 3 SQUAREQUARE AND CUBEUBE (A) Main Concepts and Results A natural number is called a perfect square if it is the square of some natural number. i.e., if m = n 2, then m is a perfect square where m
The Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
Arizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples Third Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
Math Review. Numbers. Place Value. Rounding Whole Numbers. Place value thousands hundreds tens ones
Math Review Knowing basic math concepts and knowing when to apply them are essential skills. You should know how to add, subtract, multiply, divide, calculate percentages, and manipulate fractions. This
Charlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
Addition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15
Addition Methods Methods Jottings Expanded Compact Examples 8 + 7 = 15 48 + 36 = 84 or: Write the numbers in columns. Adding the tens first: 47 + 76 110 13 123 Adding the units first: 47 + 76 13 110 123
Progressions for the Common Core State Standards in Mathematics (draft)
Progressions for the Common Core State Standards in Mathematics (draft) cthe Common Core Standards Writing Team 2 April 202 K 5, Number and Operations in Base Ten Overview Students work in the base-ten
Welcome to Basic Math Skills!
Basic Math Skills Welcome to Basic Math Skills! Most students find the math sections to be the most difficult. Basic Math Skills was designed to give you a refresher on the basics of math. There are lots
NUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
Just want the standards alone? You can find the standards alone at http://corestandards.org/the-standards
4 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year. This document is designed to help North
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
ALGEBRA. sequence, term, nth term, consecutive, rule, relationship, generate, predict, continue increase, decrease finite, infinite
ALGEBRA Pupils should be taught to: Generate and describe sequences As outcomes, Year 7 pupils should, for example: Use, read and write, spelling correctly: sequence, term, nth term, consecutive, rule,
Acing Math (One Deck At A Time!): A Collection of Math Games. Table of Contents
Table of Contents Introduction to Acing Math page 5 Card Sort (Grades K - 3) page 8 Greater or Less Than (Grades K - 3) page 9 Number Battle (Grades K - 3) page 10 Place Value Number Battle (Grades 1-6)
Junior Assessment of Mathematics (JAM)
Junior Assessment of Mathematics (JAM) Student Response record sheet Child s Name: Room: Date of birth: Module One: Number (Additive Strategies) 0-1 - Pre Level 1 2-3 - Early Level 1 4 - At Level 1 Early
MATH 90 CHAPTER 1 Name:.
MATH 90 CHAPTER 1 Name:. 1.1 Introduction to Algebra Need To Know What are Algebraic Expressions? Translating Expressions Equations What is Algebra? They say the only thing that stays the same is change.
Wigan LEA Numeracy Centre. Year 6 Mental Arithmetic Tests. Block 1
Wigan LEA Numeracy Centre Year 6 Mental Arithmetic Tests Block 1 6 Produced by Wigan Numeracy Centre July 2001 Year Six Mental Arithmetic Test 1 (5 seconds response time) 1. Write the number three hundred
Illinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
Math 0306 Final Exam Review
Math 006 Final Exam Review Problem Section Answers Whole Numbers 1. According to the 1990 census, the population of Nebraska is 1,8,8, the population of Nevada is 1,01,8, the population of New Hampshire
Mercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Second Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia
Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
Unit 9. Unit 10. Unit 11. Unit 12. Introduction Busy Ant Maths Year 2 Medium-Term Plans. Number - Geometry - Position & direction
Busy Ant Maths Year Medium-Term Plans Unit 9 Geometry - Position & direction Unit 0 ( Temperature) Unit Statistics Unit Fractions (time) 8 Busy Ant Maths Year Medium-Term Plans Introduction Unit Geometry
Investigating Number Sense, Addition, and Subtraction
Investigating Number Sense, Addition, and Subtraction Contents for Grades K 3 Investigating Number Sense, Addition, and Subtraction (Grades K 3) is organized around 8 units. Each unit comprises a two-week
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
Topic Lesson Widget HOTsheet
Numbers to 1000 and beyond Numbers to 1000 Words and numbers Number machine Ordering numbers Numbers beyond 1000 Number creator Jersey numbers Number grid puzzles Number creator Digit cards Passwords Splitting
PURSUITS IN MATHEMATICS often produce elementary functions as solutions that need to be
Fast Approximation of the Tangent, Hyperbolic Tangent, Exponential and Logarithmic Functions 2007 Ron Doerfler http://www.myreckonings.com June 27, 2007 Abstract There are some of us who enjoy using our
Voyager Sopris Learning Vmath, Levels C-I, correlated to the South Carolina College- and Career-Ready Standards for Mathematics, Grades 2-8
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156-159 Module 4: Lesson 7: 220-223 2. Reason both contextually
Unit 1: Family Letter
Name Date Time HOME LINK Unit 1: Family Letter Introduction to Third Grade Everyday Mathematics Welcome to Third Grade Everyday Mathematics. It is part of an elementary school mathematics curriculum developed
OA4-13 Rounding on a Number Line
OA4-13 Rounding on a Number Line 1. Draw an arrow to show whether the circled number is closer to 0 or 10. 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 c) 0 1 2 3 4 5 6 7 8 9 10 d) 0 1 2 3 4 5 6 7 8 9
PAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE
PAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE 1 Property of Paychex, Inc. Basic Business Math Table of Contents Overview...3 Objectives...3 Calculator...4 Basic Calculations...6 Order of Operation...9
YOU CAN COUNT ON NUMBER LINES
Key Idea 2 Number and Numeration: Students use number sense and numeration to develop an understanding of multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and
Sequences. A sequence is a list of numbers, or a pattern, which obeys a rule.
Sequences A sequence is a list of numbers, or a pattern, which obeys a rule. Each number in a sequence is called a term. ie the fourth term of the sequence 2, 4, 6, 8, 10, 12... is 8, because it is the
1 ENGAGE. 2 TEACH and TALK GO. Round to the Nearest Ten or Hundred
Lesson 1.2 c Round to the Nearest Ten or Hundred Common Core Standard CC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Lesson Objective Round 2- and 3-digit numbers
Manitoba Curriculum. Alignment with Mathletics. Supported by independent evidence-based research and practice. Powerful reporting.
Supported by independent evidence-based research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & Pre-Calculus
South Carolina College- and Career-Ready Standards for Mathematics
South Carolina College- and Career-Ready Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
Number, Operation, and Quantitative Reasoning
2 nd Grade Math TEKS I Can Statements Website Resources Number, Operation, and Quantitative Reasoning 2.1A I can use models to make a number that has hundreds, tens,and ones 2.1B I can read and write whole
Taking Place Value Seriously: Arithmetic, Estimation, and Algebra
Taking Place Value Seriously: Arithmetic, Estimation, and Algebra by Roger Howe, Yale University and Susanna S. Epp, DePaul University Introduction and Summary Arithmetic, first of nonnegative integers,
South Carolina College- and Career-Ready Standards for Mathematics
South Carolina College- and Career-Ready Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
Parts and Wholes. In a tangram. 2 small triangles (S) cover a medium triangle (M) 2 small triangles (S) cover a square (SQ)
Parts and Wholes. L P S SQ M In a tangram small triangles (S) cover a medium triangle (M) small triangles (S) cover a square (SQ) L S small triangles (S) cover a parallelogram (P) small triangles (S) cover
RACE TO CLEAR THE MAT
RACE TO CLEAR THE MAT NUMBER Place Value Counting Addition Subtraction Getting Ready What You ll Need Base Ten Blocks, 1 set per group Base Ten Blocks Place-Value Mat, 1 per child Number cubes marked 1
Mental Math Mental Computation Grade 3
Mental Math Mental Computation Grade 3 Draft September 2006 Acknowledgements The Department of Education gratefully acknowledges the contributions of the following individuals to the preparation of the
Free Pre-Algebra Lesson 55! page 1
Free Pre-Algebra Lesson 55! page 1 Lesson 55 Perimeter Problems with Related Variables Take your skill at word problems to a new level in this section. All the problems are the same type, so that you can
Square Roots and the Pythagorean Theorem
4.8 Square Roots and the Pythagorean Theorem 4.8 OBJECTIVES 1. Find the square root of a perfect square 2. Use the Pythagorean theorem to find the length of a missing side of a right triangle 3. Approximate
Algebra I. In this technological age, mathematics is more important than ever. When students
In this technological age, mathematics is more important than ever. When students leave school, they are more and more likely to use mathematics in their work and everyday lives operating computer equipment,
Developing Base Ten Understanding: Working with Tens, The Difference Between Numbers, Doubling, Tripling, Splitting, Sharing & Scaling Up
Developing Base Ten Understanding: Working with Tens, The Difference Between Numbers, Doubling, Tripling, Splitting, Sharing & Scaling Up James Brickwedde Project for Elementary Mathematics jbrickwedde@ties2.net
FIRST GRADE MATH Summer 2011
Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in
CALCULATIONS. Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order
CALCULATIONS Pupils should be taught to: Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order As outcomes, Year 1 pupils should, for example:
Medium term Plan for Summer Year 3
Medium term Plan for Summer Year 3 Week Main focus of teaching and activities each day Starter Outcomes of each day 1 Place Value and number Day 1: Partition and represent 3-digit numbers using Place Value
MAFS: Mathematics Standards GRADE: K
MAFS: Mathematics Standards GRADE: K Domain: COUNTING AND CARDINALITY Cluster 1: Know number names and the count sequence. CODE MAFS.K.CC.1.1 Count to 100 by ones and by tens. MAFS.K.CC.1.2 MAFS.K.CC.1.3
Seamus O Neill. Manual for Teachers Infants to 2nd Class
Seamus O Neill Manual for Teachers Infants to 2nd Class CONTENTS Page Quick Start Guide 2 3 How to navigate a lesson 4 The Navigation Panel 5 Overview of Destination Maths Course 1 6 7 Overview of Destination
Teaching Guidance. For. Multiplication and Division
Teaching Guidance For Multiplication and Division (Overcoming Barriers Moving Levels 1 to 2, 2 to 3, 3 to 4, 4 to 5) 1 of 2 The National Strategies Primary Overcoming barriers in mathematics helping children
2016 national curriculum assessments. Key stage 1. Interim teacher assessment frameworks at the end of key stage 1. September 2015
2016 national curriculum assessments Key stage 1 Interim teacher assessment frameworks at the end of key stage 1 September 2015 2016 National national Curriculum curriculum assessments Interim teacher
Amortized Loan Example
Amortized Loan Example Chris Columbus bought a house for $293,000. He put 20% down and obtained a 3 simple interest amortized loan for the balance at 5 % annually interest for 30 8 years. a. Find the amount
Second edition. Student's Book 3. Laurie Sealy and Sandra Moore
CARIBBEAN Primary MATHEMATICS Second edition Student's Book 3 Laurie Sealy and Sandra Moore BRIGHT SPARKS SB3 prf4.indd 1 Macmillan Education Between Towns Road, Oxford, OX4 3PP A division of Macmillan
EVALUATING ACADEMIC READINESS FOR APPRENTICESHIP TRAINING Revised For ACCESS TO APPRENTICESHIP
EVALUATING ACADEMIC READINESS FOR APPRENTICESHIP TRAINING For ACCESS TO APPRENTICESHIP MATHEMATICS SKILL OPERATIONS WITH INTEGERS AN ACADEMIC SKILLS MANUAL for The Precision Machining And Tooling Trades
Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975. Consumer Math
Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975 Consumer Math Consumer Math ENROLLED STUDENTS ONLY This course is designed for the student who is challenged by abstract forms of higher This math. course
VISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University
VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS
Math Board Games. For School or Home Education. by Teresa Evans. Copyright 2005 Teresa Evans. All rights reserved.
Math Board Games For School or Home Education by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser
MACMILLAN/McGRAW-HILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)
MACMILLAN/McGRAW-HILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright
1000-Grid Banner Set. This Really Good Stuff product includes: 1000-Grid Banner Set This Really Good Stuff Activity Guide
1000-Grid Banner Set This Really Good Stuff product includes: 1000-Grid Banner Set This Really Good Stuff Activity Guide Congratulations on your purchase of this Really Good Stuff 1000-Grid Banner Set
Revised Edition 2007
Revised dition 2007 FFCTIV MATMATICS TING The Numeracy Professional Development Projects assist teachers to develop the characteristics of effective teachers of numeracy. ffective teachers of numeracy
Maths Targets for pupils in Year 2
Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS
Maths Workshop for Parents 2. Fractions and Algebra
Maths Workshop for Parents 2 Fractions and Algebra What is a fraction? A fraction is a part of a whole. There are two numbers to every fraction: 2 7 Numerator Denominator 2 7 This is a proper (or common)
STRAND: Number and Operations Algebra Geometry Measurement Data Analysis and Probability STANDARD:
how August/September Demonstrate an understanding of the place-value structure of the base-ten number system by; (a) counting with understanding and recognizing how many in sets of objects up to 50, (b)
Everyday Math Games List. Individual Grade Levels List with Correlation to Online Games and Complete Online Games List
Everyday Math Games List Individual Levels List with Correlation to Online Games and Complete Online Games List Kindergarten Attribute Spinner Game 5 14, 6 7, 7 9 118-119 Using multiple attributes to identify
Math Games For Skills and Concepts
Math Games p.1 Math Games For Skills and Concepts Other material copyright: Investigations in Number, Data and Space, 1998 TERC. Connected Mathematics Project, 1998 CMP Original material 2001-2006, John
Such As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
The Australian Curriculum Mathematics
The Australian Curriculum Mathematics Mathematics ACARA The Australian Curriculum Number Algebra Number place value Fractions decimals Real numbers Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year
My Year 1 Maths Targets
My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and
Number Sense and Numeration, Grades 4 to 6
Number Sense and Numeration, Grades 4 to 6 Volume 2 Addition and Subtraction A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 2006 Every effort has been made in this publication
If A is divided by B the result is 2/3. If B is divided by C the result is 4/7. What is the result if A is divided by C?
Problem 3 If A is divided by B the result is 2/3. If B is divided by C the result is 4/7. What is the result if A is divided by C? Suggested Questions to ask students about Problem 3 The key to this question
NUMBER. Level 2 questions. 1. Ling is going to write these numbers in order. What number must she write in the white box?
NUMBER Level 2 questions 1. Ling is going to write these numbers in order. 45 54 32 23 40 What number must she write in the white box? smallest largest 2. Desi walks on all the numbers from smallest to
Florida Math 0018. Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies - Lower
Florida Math 0018 Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies - Lower Whole Numbers MDECL1: Perform operations on whole numbers (with applications, including