Every Day Counts: Partner Games. and Math in Focus Alignment Guide. Grades K 5


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1 Every Day Counts: s and Math in Focus Alignment Guide Grades K _Prtnrs_AlgnmtChrt.indd 1 9/22/10 6:04:49 PM
2 Every Day Counts : s s offers 20 simple yet effective games to help students learn, review, and practice key number concepts through fun, handson activities. Each gradelevel kit: Covers key number concepts, including place value, money, patterns, addition, subtraction, multiplication, division, fractions, and decimals Helps students see math in action through multisensory activities involving manipulatives and visual models Develops students mental math and communication skills through meaningful, handson activities and constant discussion Oﬀers stepbystep implementation guidelines including assessment strategies, extension activities, and guidelines for differentiating instruction to meet students needs 7171_Prtnrs_AlgnmtChrt.indd 2 9/22/10 6:04:52 PM
3 Math in Focus Math in Focus is the authentic, worldclass Singaporean curriculum and instructional materials with enhancements to meet the unique needs of U.S. teachers and students. The instructional advantages include: Highly scaﬀolded, carefully paced instruction that provides a solid foundation and focuses on teaching fewer math topics per year with greater mastery of these topics Consistent use of visual models that carefully bridge the concrete to abstract encouraging active thinking, communication of math ideas, and consolidation of learning Instruction centered on problem solving using multiple models to help students visualize and understand the mathematics Ample scaﬀolded practice for continuous ongoing assessment Extensive support to reach both struggling learners and high achievers Every Day Counts: s is a great companion to the Math in Focus core mathematics program. This guide outlines how to use the two together, highlights the shared concepts covered by Every Day Counts: s and Math in Focus, and provides additional ongoing assessment suggestions. 7171_Prtnrs_AlgnmtChrt.indd 3 9/22/10 6:05:05 PM
4 Collect Ten Domino Lotto Ten Grid Comparing Collect 20 Quick as You Can Shape Race Count with onetoone correspondence Recognize instantly sets of 1, 2, 3, and 4 Count on from 5 Count with onetoone correspondence Recognize domino arrangements 1 9 Instantly recognize small sets Count and compare small quantities Develop number sense Instantly recognize ten grid arrangements 1 10 Count with onetoone correspondence Group and use counting strategies Instantly recognize small quantities to 6 Visualize domino arrangements for sets 1 9 Recognize small quantities Count and order numbers from 1 to 9 Recognize and count the sides of a triangle, square, and pentagon Count with onetoone correspondence Count by fives and ones All in a Row Compare and order numbers and quantities 1 to 10 Recognize numerals to 10 Identify neighbor numbers Race to 31 Recognize, read, and count numerals to 31 Group and count objects by tens Break the Bank Memory Kindergarten Add 'Em Up The Collector Match quantities and numerals Act out subtraction with objects Visualize sets 2 9 as combinations of smaller sets Match quantities and numerals Use positional words such as first, second, third Use spatial problem solving Add 1, 2, or 3 to a small set Compare quantities to 9 Verbalize addition Use counting strategies Combine small sets In chapter 4, Kindergarten students count onetoone and count on. In chapter 12, students count on and count back. In chapter 4, Kindergarten students count onetoone and count on. In chapter 4, students count numbers to 10. In chapters 6 and 9, students compare numbers. In chapter 14, students count through 20 and find how many more are needed to make a ten. In chapter 2, students study numbers to 9. In chapter 1, students count by ones. In chapter 7, students identify Solid and Flat shapes. In chapter 8, students count by twos and fives. In chapter 4, students count numbers to 10 and in chapters 6 and 9, they compare numbers. In chapter 6, students count and read numbers to 20. In chapter 9, students compare sets and in chapter 18, students show subtraction stories with numbers. In chapter 4, students make combinations and add one more to a set. In chapter 6, the concept of addition is introduced. In chapter 9, students compare sets. In chapter 12, they count on and in chapter 1, they show addition stories with numbers. In chapter 6, the concept of addition is introduced. In chapter 9, students compare sets. In chapter 12, they count on and in chapter 1, they show addition stories with numbers. Use with Kindergarteners to practice counting with onetoone correspondence and to count on and back from 5. Use with Kindergarteners to practice counting with onetoone correspondence and instantly recognize small sets. Use with Kindergarteners to count and compare small sets and develop number sense. Use with Kindergarteners to count objects through the number 20. Use with Kindergarteners to count and order numbers from 1 to 9. Use with Kindergarteners to practice counting by ones, to practice identifying shapes, and to practice counting by fives and ones. Use with Kindergarteners to count and compare small sets and develop number sense. Use with Kindergarteners to recognize, read, and count numerals to 31. Use with Kindergarteners to match quantities and numerals and to act out subtraction with objects. Use with Kindergarteners to match quantities and numerals and practice telling the addition sentence to match the picture. Use with Kindergarteners to practice adding 1, 2, or 3 to a small set and to compare quantities. Use with Kindergarteners to practice using counting strategies and to recognize small sets. Does the child count to 10 and use onetoone correspondence? Does the child sometimes tell the number needed to make 10 without counting it out? Does the child recognize small sets and count on from 5? Does the child easily match domino arrangements? Does the child easily recognize the total number of dots? Does the child count with onetoone correspondence? Does the child easily recognize ten grid arrangements? Does the child compare two numbers to tell which is greater? How does the child use number sense to make the comparison? How does the child tell how many counters he or she has before each turn? Does the child use the rows of five as a counting shortcut? Does the child count on from 10? Does the child count using onetoone correspondence? Does the child recognize each numeral and order them from 1 to 9? Does the child count each dot on the domino cards or instantly recognize the amount? Can the child name a triangle, square, and pentagon and the number of sides for each? Does the child count with onetoone correspondence? Does the child count by fives and ones? What strategies is the child using to order the cards as they are drawn? Does the child anticipate which numbers are needed to complete the sequence? Does the child recognize numerals to 10 and identify neighbor numbers? Does the child read and count numerals? Does the child move ahead the correct number of spaces? Does the child group and count by tens? Does the child match the number of pennies with the numeral? Does the child understand the concept of takeaway subtraction? Does the child verbalize the subtraction action? Does the child remember where cards have been placed and use spatial problem solving? Does the child quickly visualize +1 combinations and recognize a match? Does the child understand positional words such as first, second, third, and fourth? Is the child counting all the dots or counting on from the card with the greater number? Does the child demonstrate instant recognition of any of the easy +1, +2, and +3 facts? Does the child know which quantity is more and tell the comparison? How does the child count the number of counters on the grid by ones or by using instant recognition of some sets and counting on? As the remaining counters become small sets, does the child group the amount together to determine what is left?
5 Kindergarten EDC The Penny Tosser Domino Fill Up Coin TicTac Toe Teen Match Ups Match the Sum Match onetoone to compare small quantities Compare to find a difference Recognize both sides of a coin Instantly recognize small sets Create combinations for 5 Explore partpartwhole relationships Recognize penny, nickel, and dime Know value of penny, nickel, and dime Plan ahead in a strategy game Recognize, name, and match numerals Order numerals Describe 2digit numbers as a group of ten and extra ones Count on to find the sum Match quantities to numerals Visualize sets from 3 9 as combinations of smaller sets 5! 10! 15! 20! Instantly recognize small sets Count with onetoone correspondence to 20 Group and count by fives and ones Domino Sums 5! 10! 15! 20! with Money Recognize the domino arrangements Count on to find the sum Combine sets and compare sums Recognize nickels and pennies, count combinations of coins, regroup five pennies for a nickel In chapter 9, students compare sets onetoone and compare to find differences. In chapter 4, students make combinations to 5 and add one more to a set. In chapter 20, students match coins to their values. In chapter 14, students count on from 11 to 20 and make number comparisons to 20. In chapter 14, students combine two sets to make 10. In chapter 17, students write addition sentences. In chapter 6, students count numbers to 20. In chapter 8, students count by fives to 20. In chapter 6, the concept of addition is introduced. In chapter 9, students compare sets. In chapter 12, students count on and in chapter 1, students show addition stories with numbers. In chapter 20, students count coins and find different coins for the same value. Use with Kindergarteners to practice matching onetoone to compare sets. Use with Kindergarteners to explore partpartwhole relationships. Use with Kindergarteners to recognize coins and match coins to their values. Use with Kindergarteners to recognize, name, and match numerals 10 19, order numbers, and describe 2digit numbers as tens and ones. Use with Kindergarteners to count on to find the sum and to practice matching number sentences with quantities. Use with Kindergarteners to group and count by fives and ones. Use with Kindergarteners to practice adding 1, 2, or 3 to a small set and to compare quantities. Use with Kindergarteners to practice counting combinations of pennies and nickels. Does the child distinguish between heads and tails? Does the child compare two quantities by lining up the pennies in onetoone correspondence? Does the child find the difference between two quantities? Does the child tell the number combinations for 5? Does the child have instant recognition of the small sets for 5? Does the child create a word problem to show an understanding of part/whole relationships? Does the child recognize and name a penny, nickel, and dime and tell the value of each coin? Does the child plan ahead to place markers strategically when playing tictactoe? Does the child instantly recognize and name teen numbers as a group of ten and extra ones without counting? Does the child read the numerals from 10 to 19 presented randomly and order them? Does the child tell why the numeral and picture make a match? Does the child easily see the dominoes as combinations of smaller sets? Does the child match quantities to numerals? Does the child combine sets by counting on? Does the child understand the + sign? Does the child show onetoone correspondence when counting? Does the child instantly recognize the number of dots shown on the cube? Is the child able to count by fives and ones and recognize when it is more efficient to do so? Does the child instantly recognize the domino arrangements? Does the child count on to find the sum? Does the child combine sets and tell the comparison? Does the child understand how to trade five pennies for a nickel? Does the child count the nickel as five when there are pennies and nickels? Does the child distinguish between a nickel and penny?
6 Tape Race 5, 10, 15, 20, 25! All in a Row Neighbors (One More, One Less) Instantly recognize small sets Count with onetoone correspondence to 20 Count by fives and ones Instantly recognize small sets Count with onetoone correspondence to 25 Group and count by fives and ones Compare and order numbers and quantities from 1 to 10 Recognize numerals to 10 Identify neighbor numbers Instantly recognize domino configurations to 9 Recall +1 and 1 basic facts Count on and count back Make the Sum Visualize combinations for 5 Count on to find sums Solve problems Fill up Ten and Then Again to 30 Take Away Stories Coin Card Comparing Double Draw Card Comparing Win the Dominoes Grade 1 Count with onetoone correspondence to 30 Instantly recognize small sets 1 6 Group and count objects by fives and tens Act out and tell take away stories Record a subtraction number sentence to go with the stories Use combinations for 6 to predict results of subtracting from 6 Identify nickels and pennies Count mixed coins by fives and ones Compare numbers to 10 Add sums to 8 Compare quantities Know combinations for 6 Find missing part when given the total and one part In chapter 1, first grade students count sets up to 10. In chapter 7, students study numbers to 20 and in chapter 16, students count by fives to 100. In chapter 1, first grade students count sets up to 10. In chapter 7, students study numbers to 20 and in chapter 16, students count by fives to 100. In chapter 1, first grade students count and compare sets up to 10 and identify one more, one less. In chapter 1, first grade students count and compare sets up to 10 and identify one more, one less. In chapter 3, students add by counting on. In chapter 3, first grade students study addition facts to 10 using counting on and back. In chapter 7, first grade students use ten frames to make a ten and count on to 20. In chapter 16, students count by fives and tens to 100. In chapter 4, first grade students study subtraction facts to 10 and make subtraction stories. In chapter 1, first grade students compare numbers to 10. In chapter 16, students count by fives and tens to 100 and in chapter19, students identify pennies, nickels, and dimes. In chapter 1, first grade students compare numbers to 10. In chapter 3, students study addition facts to 10. In chapters 3 and 4, first grade students find ways to add and subtract to 10 using number bonds (partpartwhole). Use with first graders to reinforce recognizing and counting small sets. Use with first graders to reinforce recognizing and counting small sets and counting by fives and ones. Use with first graders to practice comparing and ordering numbers to 10 and to identify one more and one less. Use with first graders to recall one more and one less facts. Does the child have instant recognition of small sets on the dot cube? Does the child count the counters using onetoone correspondence? Does the child use groups of five as a shortcut to counting every counter? Does the child use onetoone correspondence to count? Does the child instantly recognize the number of dots shown on the cube, or does the child count the dots? Can the child count by fives and ones? What strategy does the child use to order the cards as they are drawn? Does the child anticipate which numbers are still needed to complete the sequence? Does the child have instant recognition of quantities to 9? Does the child identify quantities that are one more or one less? Use with first graders to count on to find sums. Does the child immediately recognize combinations for 5? If not, does the child count each dot or count on to find the sum? Does the child know what addend he or she would like to draw next? Use with first graders to group and count objects by fives and tens. Use with first graders to practice acting out and telling subtraction stories and writing the accompanying number sentence. Use with first graders to count mixed coins and then compare numbers to 10. Use with first graders to practice finding sums and comparing quantities. Use with first graders to practice finding sums for 6 and finding missing parts when the total and one part are given. What strategies does the child use to determine the total? Does the child instantly recognize small sets on the dot cube? Does the child instantly recognize the number of counters in a full ten grid or is the child counting each one? Is the child able to act out and tell a subtraction story? Is the child able to create a subtraction number sentence to record a subtraction story? Does the child use known combinations for 6 to predict subtraction results? Can the child count on from 5 when counting a nickel? Does the child instantly recognize the coin combinations? Does the child make comparisons easily? Does the child count all dots or count on from one of the cards? Has the child mastered any of the easy addition facts? Does the child easily tell which numbers are greater than the others? Which combinations for 6 does the child recall? Does the child anticipate how many more are needed to make the sum? Does the child use trial and error and counting to place a second card?
7 Chart Race Read numerals to 50 Interpret 2digit numbers as groups of ten and extra ones Find how many more are needed to reach the next 5 or 10 Coin Collector Identify and know the value of a penny and nickel Count coins by fives and ones Use mental math Fill Up Tens to Take Away Take the Difference Grade 1 Visualize combinations for sums to 10 Practice subtraction facts to 10 Match oneonone to compare small quantities Compare to find a difference In chapter 16, first grade students use place value to show numbers to 100. In chapter 17, they add to 100. In chapter 1, first grade students compare numbers to 10. In chapter 16, they count by fives and tens to 100, and in chapter 19, students identify pennies, nickels, and dimes. In chapter 3, first grade students study addition facts to 10. In chapter 4, students study subtraction facts to 10. In chapter 4, first grade students study subtraction facts to 10. Use with first graders to practice reading numerals to 50 and express a number as tens and ones. Use with first graders to count mixed coins. Use with first graders to practice making sums to 10 and practice subtraction facts to 10. Use with first graders to reinforce comparing small quantities and comparison subtraction. Does the child read any numeral to 50? Does the child tell how many rows of ten and extra ones a number represents? Does the child tell how many more are needed to reach the next 5 or 10? Does the child count mixed coins? Does the child easily trade five pennies for a nickel? Can the child use mental math to make equal trades? Which quantities does the child recognize on the grids without counting? Does the child describe the subtraction with ease? Does the child find the difference between two quantities? Does the child state the comparison sentence? (My 5 compared to your 3 is 2 more) Doubles and Doubles +1 Concentration Recognize doubles and doubles +1 addition facts Recombine to create doubles +1 combinations Use visual memory In chapter 8, first grade students add using doubles and doubles plus one facts. Use with first graders to add using doubles and doubles plus one addition facts. Is the child able to recognize a double or a double +1 problem? Which doubles and doubles +1 facts does the child know instantly? Is the child able to use a double to help find the sum of a double? Odd or Even? Use counters to demonstrate odd or even Count on to find sums Recognize small sets instantly In chapter 3, first grade students study addition facts to 10 using counting on and back. Use with first graders to count on to find sums. Can the child prove that the number is even or odd? What strategies does the child use to find the sum of the dots on the dot cubes? Teen Number Concentration Recognize as numerals and as a group of ten and extra ones Use visual memory In chapter 7, first grade students study numbers to 20. Use with first graders to reinforce place value of numbers as tens and ones. Does the child instantly recognize and name the total of a group of ten and some extra ones without counting all? Does the child read the numerals from presented randomly? Does the child tell why the two cards for a teen number make a match? Which addition facts does the child recall? How does the child find the sums not recalled quickly? Does the child anticipate how many more pennies are needed to trade for a dime? Does the child count up dimes and pennies with ease? Does the child make the greatest 2digit number possible? Does the child use greater than and less than symbols correctly? Race for a Dollar Count on to compute addition facts to 15 Pull out fives to compute basic addition facts Recognize and count dimes and pennies Making equal trades when possible Identify 2digit numbers Compare 2digit numbers In chapter 8, first grade students add and subtract to 20. In chapter 7, students make a ten and count on, and in chapter 19, they exchange coins. Use with first graders to reinforce adding to 15, identifying tens and ones, and exchanging coins. High Low In chapter 7, first grade students identify and compare numbers to 20. Use with first graders to practice comparing 2digit numbers. LuLu Add two or more small sets without counting Group and count by tens and ones Show sets 6 10 as groups of five plus extras In chapter 13, first grade students add three numbers and in chapter 17, they use place value to add to 100. Use with first graders to reinforce adding two or more small sets, and grouping and counting sets by tens and ones. Does the child add several small sets without having to count by ones? Does the child organize the loose beans in groups of tens, fives, and ones to help find the total without having to count one by one? Does the child anticipate how many more are needed to make a ten?
8 Coin Collector Odd or Even? Teen Concentration Make the Sum Two More, Two Less Neighbors Add combinations of coins Count by tens, fives, and ones Visualize combinations for 5 Identify odd or even numbers using objects Count by twos Recognize small sets instantly Recognize as numerals, pictures, words, and expanded form Use visual memory Recall basic facts Visualize partpartwhole combinations for 10 Count on to find sums Count on and count back Compare and order numbers Learn +2, 2 basic facts 1 12 Crossout Visualize combinations for sums to 12 Use mental math Keep the Difference Get Them in Order Doubles and Doubles +1 Search Fast Ten  Yes or No? Go for 100, One Way or Another Grade 2 Match onetoone to compare quantity Compare to find the difference Compare and order numbers Develop number sense and use problem solving strategies and critical thinking Count on and count back, making tens Compare numbers Use doubles and doubles +1 basic facts Group by tens and find a sum Recombine numbers to practice difficult addition facts Group and count by tens and ones Recognize simple addition facts In chapter 19, first grade students count on to find the amount of money. In chapter 11, second grade students solve realworld problems with money. In chapter 16, first grade students count by twos and in chapter 7, they compare sets and numbers. In chapter 1, second graders compare numbers to 1,000. In chapter 7, first grade students study numbers to 20 and focus on teen numbers. In chapter 1, second grade students study place value of numbers up to 1,000. In chapter 2, first grade students study number bonds and in chapter 3, they study addition and subtraction of numbers to 10. In chapter 2, second graders study addition and subtraction to 1,000. In chapter 2, first grade students study number bonds and in chapter 7, students compare numbers to 20. In chapter 2, second graders study addition and subtraction to 1,000. In chapter 2, first grade students study number bonds and in chapter 3, they study addition and subtraction of numbers to 10. In chapter 2, second graders study addition and subtraction to 1,000. In chapter 2, first grade students study number bonds and in chapter 7, first grade students compare numbers to 20. In chapter 2, second graders study addition and subtraction to 1,000. In chapter 7, first grade students order numbers to 20. In chapter 1, second grade students order numbers to 1,000. In chapter 8, first grade students add using the doubles and doubles plus one strategies. In chapters 2 and 3, second grade students add and subtract to 1,000. In first grade, students study number bonds in chapter 2, addition and subtraction of numbers to 10 in chapter 3, and to 20 in chapter 8. Second graders, in chapters 2 and 3, study addition and subtraction to 1,000. In chapter 16, first grade students study place value of numbers to 100. In chapter 1, second grade students study numbers to 1,000, and in chapters 2 and 3, they study addition and subtraction to 1,000. Use with second graders to reinforce counting by tens, fives, and ones and adding combinations of coins. Use with second graders to reinforce number sense. Use with second graders to reinforce place value of numbers over 10, i.e. teen numbers. Use with second graders to reinforce partpartwhole and addition facts. Use with second graders to reinforce addition and subtraction facts and comparing numbers. Use with second graders to reinforce mental addition and subtraction. Use with second graders to reinforce comparison subtraction. Use with second graders to reinforce ordering small numbers. Use with second graders to reinforce addition and subtraction facts and comparing numbers. Use with second graders to reinforce addition facts by grouping by tens to find a sum. Use with second graders to reinforce place value to 100. Does the child anticipate the need to trade pennies for nickels and nickels for dimes? Does the child group and count mixed coins? Does the child recognize different combinations? Does the child recognize small sets? Does the child count by twos and explain what makes a number even or odd? Does the child make a rule to tell the numbers that make an odd or even sum? Does the child instantly recognize the total of a group of ten and some extras without counting? Does the child read the number words for teen numbers? Does the child easily recognize combinations for 10? What strategies are used to find the sum? Does the child anticipate what addend he or she would like to draw next? Does the child determine which cards to pick up by comparing numbers to 10? Does the child easily tell when there is a difference of 2 between numbers to 10? Which numbers to 12 does the child easily break down into a variety of combinations? Which basic additional facts does the child recall instantly? Does the child use a subtraction number sentence to record a comparison? Does the child count on or back to find the difference? Does the child explain how subtraction can be used to compare two quantities? Does the child order numbers from least to greatest? Does the child use number sense to recognize when it is advantageous to replace a card in the lineup and when it is not? Does the child use a known double to find the sum of a double +1? Which double and doubles +1 facts does the child know instantly? What other ways does the child use to find sums? Can the child easily recognize when a sum will be 10 or more? Can the child break apart and recombine numbers to create a fast ten such as 8+8=8+2+6? Does the child recognize when to regroup? Does the child count by tens and ones? Does the child recall simple addition facts?
9 Track Race Add sums to 12 See numbers in relation to 5 and 10 Round 2digit numbers to nearest 10 Try for 100 Double Digit Addition Penny Give Away Double Trouble Teen Take Away Multiplication Stories Pizza Maker Pyramid Ten Grade 2 Recognize place value in 2digit numbers Regroup tens and ones Use mental addition strategies Compare 2digit numbers Add 2digit numbers with regrouping Count on to find a difference Regroup using pennies and dimes Subtract from a 2digit number Use mental math strategies to add several addends Record tens and ones Add 2digit numbers with regrouping Know 10+ facts Use 10 when subtracting Decompose and recombine when subtracting Model multiplication by adding objects in equal groups Tell multiplication stories Use "x" to mean "groups of" in a number sentence Identify a whole and fourths of a whole Recognize that 2/4 is the same as 1/2 Explain what the two numbers in a fraction mean Use mental math Practice addition facts to 10 Add using multiple addends In chapter 2, first grade students study number bonds. In chapter 3, they study addition and subtraction of numbers to 10, and in chapter 8, to 20. In chapter 10, second grade students round to the nearest 10. In chapter 16, first grade students study place value to 100. In chapter 1, second grade students study place value of numbers to 1,000, and in chapters 2 and 3, addition and subtraction to 1,000. In chapter 10, second grade students use mental math to add. In chapter 16, first grade students study place value to 100. In chapter 1, second grade students study place value to 1,000, and in chapters 2 and 3, they study addition and subtraction to 1,000. In chapter 17, first grade students subtract numbers to 100. In chapter 3, second grade students subtract numbers up to 1,000. In chapter 17, first grade students add numbers to 100. In chapter 3, second grade students add numbers up to 1,000. In chapter 8, first grade students study subtraction to 20. In chapter 3, second grade students study subtraction to 1,000. In chapter 10, second grade students use mental math to add and subtract. In chapter 5, second grade students learn to multiply. In chapters 6 and 15, students learn multiplication facts for 2, 5, 10, 3, and 4. In chapter 16, students solve realworld multiplication problems using bar models. In chapter 12, second grade students learn about fractions as a part of a whole and add like fractions. In chapter 14, third grade students find equivalent fractions. In chapter 2, second grade students add numbers to 1,000. In chapter 10, students use mental math strategies to add. Use with second graders to reinforce addition facts and to practice rounding. Use with second graders to reinforce place value and to practice mental addition. Use with second graders to reinforce place value and to practice addition with regrouping. Use with second graders to reinforce place value and subtraction with regrouping of 2digit numbers. Use with second graders to reinforce place value and to practice mental math strategies and addition with regrouping. Use with second graders to reinforce mental math strategies and subtraction facts. Use with second graders to practice multiplication facts, to tell multiplication stories, and to write the appropriate multiplication sentence. Use with second graders to practice using fraction models to add like fractions. Use with second graders to practice mental math strategies to add. Does the child have instant recall of sums with addends to 6? Does the child round to the nearest ten? Does the child use mental addition to predict the consequences of taking tens or ones? Does the child recognize and record 2digit numbers as groups of tens and ones? Does the child use logical reasoning to arrange digits to create the smallest addends? Does the child add 2digit numbers with regrouping? Does the child recognize the need to trade a dime for pennies? Does the child carry out the subtraction? Does the child mentally subtract when no regrouping is required? Does the child reason to take few tosses when ahead and move when behind? What mental math strategy does the child use to add several addends (making ten and adding extras, doubles, doubles +1, etc. Does the child recognize when to regroup? Does the child easily recall sums when adding 1 5 to 10? Does the child talk through taking a number from the ten and adding on the extras easily? Does the child offer other ways to find the difference? Does the child understand to put equal groups on each mat and tell a story to show that? Does the child find the product by counting each counter, skip counting, doubling up groups, or does he/she just know the answer? Does the child understand the meaning of "x" in a number sentence? Does the child tell the fractional total that is covered? Does the child recognize that 2/4 are equal to 1/2? Does the child show an understanding of what the top and bottom number in a fraction mean? Does the child easily recognize combinations of 10? Does the child use mental math to compute the sums? If so, what mental math strategies are being used? When more than two ways exist to make 10, does the child look ahead to see which choice might be the best?
10 Thousands Club Doubles and Doubles Plus One Teen Take Away Try for $5000 Fast 10 Yes or No Grade 3 Group and count by ones, tens, and hundreds Add and subtract 2 and 3digit numbers using mental math Practice addition facts to 18 Practice doubles and doubles plus one Identify addition and subtraction fact families Practice ten plus facts Practice teen subtraction facts Decompose and recombine numbers Regroup hundreds and tens Add and subtract using mental math strategies Read and write dollar amounts to the 1000s Group by tens to find a sum Practice difficult addition facts In chapter 1, second grade students study numbers to 1,000. In third grade, students study numbers to 10,000 in chapter 1. In chapters 2 and 3, second grade students add and subtract numbers to 1,000. In chapter 2, third grade students mentally add and subtract 2digit numbers, and in chapters 3 and 4, they add and subtract to 10,000. Double and doubles +1 are taught (+ to 20) in chapter 8 in first grade. They are applied in addition and subtraction to 1,000 in second grade in chapters 2 and 3, and addition and subtraction to 10,000 in chapters 3 and 4 in third grade. In chapter 8, first grade students use number bonds with 10 as a strategy to add and subtract. In chapter 3, second graders study subtraction to 1,000, and in chapter 4, third grade students study subtraction to 10,000. In chapter 1, third grade students learn to count, read, and write numbers to 10,000. In chapter 2, they mentally add and subtract tens and ones. In chapters 3 and 4, they study addition and subtraction to 10,000. In chapters 2 and 3, second graders study addition and subtraction to 1,000, and in chapters 3 and 4, third graders study addition and subtraction to 10,000. Use with third graders to reinforce place value of numbers to 10,000 and to add and subtract 3digit numbers. Use with third graders to practice doubles and doubles plus 1 addition facts, apply addition and subtraction facts alone, and with adding sums to 10,000. Use with third graders to reinforce subtraction to 10,000. Use with third graders to reinforce mental math and addition and subtraction to 10,000. Use with third graders to reinforce addition facts. Can the student explain why there is always a 0 in the ones place when multiplying times ten? Is the student able to find the difference to the next hundred? Is the student developing an understanding of place value? Can the student play this game with ease? Do students use a different strategy for finding the sum? Do students need to practice some easy addition facts first? Can the student quickly decide when the "take from the ten" strategy will be useful and when it will not? Does the student talk through taking a number from the 10 and adding on the extras easily? Is the student using mental addition to predict the consequences of taking thousands, hundreds, or tens? Is the student counting on as a mental addition strategy? Does a student recognize when a sum will be ten or more? Can a student break apart a number to make a fast ten? Empty the Bank Group and count by ones, tens, and hundreds Subtract with regrouping Use mental math strategies Identify multiples of ten Round whole numbers In chapter 1, third grade students learn to count, read, and write numbers to 10,000. In chapter 2, they mentally add and subtract tens and ones. In chapters 3 and 4, students study addition and subtraction to 10,000. Use with third graders to reinforce mental math and addition and subtraction to 10,000. Is the student able to anticipate the need to regroup or trade one hundred for ten tens? Is the student able to do multidigit subtraction? Rounding In chapter 10, second grade students round to the nearest 10. In chapter 2, third grade students round numbers to estimate, and in chapter 7, they multiply mentally by tens. In chapter 18, first grade students explore multiplication by making equal groups. Second grade students represent multiplication as repeated addition in chapter 5, and learn multiplication tables of 1 5 in chapters 6 and 15. Third grade students learn multiplication tables of 6 9 in chapter 6. In chapter 19, first grade students find the minimum number of coins to make an amount. Second grade students in chapter 11 and third grade students in chapter 10 problem solve with coins and bills. Use with third graders to reinforce rounding to the nearest ten. Can the student name the multiples of ten? Does the student demonstrate an understanding of rounding a number by choosing the 2digit number that will round to an unshaded ten? Groups Galore Explore multiplication concepts Model multiplication with objects Tell multiplication stories Write multiplication sentences Use with third graders to reinforce the concept of multiplication using modeling with objects, and writing stories and number sentences. Use with third grade students to reinforce solving problems by finding the minimum number of coins to make a given amount. Does a student understand how to put equal groups in each space? Can the student tell a multiplication story to let you know the concept is understood? Does the student count each counter, skip count, or just know the answer? Pocket Money Count mixed coins Create a given amount with the fewest coins Can the student count mixed coins easily? Is the student able to create two different 2digit numbers using the cards? Can the student tell which amount can be made with the fewest coins? Fishy Multiplication Multiply by 3 and 4 Add and subtract 2digit numbers In chapter 18, first grade students explore multiplication by making equal groups. Second grade students represent multiplication as repeated addition in chapter 5 and learn multiplication tables of 1 5 in chapters 6 and 15. Third grade students learn multiplication tables of 6 9 in chapter 6. Use with third graders to reinforce multiplication facts of 3 and 4. Does the student count the dots on the cards or instantly recall the multiplication facts? Which facts seem to be easy for the student? Can the student verbalize the multiplication using groups of and times? Does the student record the correct number sentence to match the cards? For example, 3x2=6 for three 2dot cards.
11 Double Trouble Array Product Comparing Side by Side Keep the Leftovers Grade 3 Make a Pound Number Maker Understand place value to hundreds Add 3digit numbers with regrouping Estimate sums Develop probability sense Create multiplication arrays Calculate area Practice multiplication facts Compare products Recall multiplication facts Visualize arrays Use the commutative property Use division facts Divide with and without remainders State division sentences Add fractions Understand a pound and fractional parts of a pound Use place value to create, read, write, and compare 4digit numbers In chapter 1, second grade students explore place value to 1,000 and third grade students explore place value to 10,000. In chapter 3, students explore addition with regrouping in hundreds and in chapter 2, they estimate sums. In chapter 18, first grade students explore multiplication by making equal groups. In chapter 5, second grade students represent multiplication as repeated addition and learn multiplication tables of 1 5 in chapters 6 and 15. In chapter 6, third grade students learn multiplication tables of 6 9, and in chapter 12, fourth grade students explore area. In chapter 5, second grade students represent multiplication as repeated addition and learn multiplication tables of 1 5 in chapters 6 and 15. In chapter 6, third grade students learn multiplication tables of 6 9. Third grade students learn multiplication tables of 6 9 in chapter 6. In chapter 5, second grade students represent multiplication as repeated addition and learn multiplication tables of 1 5 in chapters 6 and 15. In chapter 6, third grade students learn multiplication tables of 6 9 and how to use the commutative property of multiplication. In chapter 18, first grade students explore division by sharing equal groups. In chapters 6 and 15, second grade students learn division of 1 5. In chapters 6, 8, and 9, third grade students learn division of 6 9. In chapter 14, third grade students find equivalent fractions and add like fractions. In chapter 15, they use ounces and pounds to measure weight. In chapter 6, fourth grade students add unlike fractions. In second grade, chapter 1 students study numbers to 1,000 and third grade students read, write, and compare numbers to 10,000. Use with third graders to reinforce addition to 1,000. Use with third graders to reinforce multiplication facts using arrays. Use with third graders to reinforce multiplication facts and to compare products. Use with third graders to reinforce multiplication facts and the commutative property. Use with third graders to reinforce division facts. Use with third graders to reinforce fractions and weight. Use with third graders to reinforce place value of numbers to 10,000. Does the student use the digits on the number cubes to create the greatest possible 3digit number? Does the student see whether the difference in scores is small or large? Does the student have a good sense for when he or she is getting close to 5,000? Does the student count the circles on the recording sheet or instantly recall the multiplication facts? Can the student verbalize the multiplication in a multiplication sentence? Does the student strategically outline the arrays on the recording sheet? Does the student demonstrate quick recall of multiplication facts? Which ones? What strategies does the student use to find products he or she cannot recall? Does the student understand the commutative property of multiplication that 3x7 and 7x3 have the same product? Does the student have easy recall of the facts that go with each of the products? Which multiplication facts seem to be easy for the student? Is the student able to recognize 21 as either three groups of 7 or seven groups of 3? Does the student use the counters to form equal groups, or does the student know the answer immediately? Does the student demonstrate an understanding of remainders? Is the student able to read the fractional total that is covered? Can the student tell how much more is needed to collect one whole pound? Is the student able to trade for equivalent fractional pieces? Does the student demonstrate number sense when placing digits and deciding if a digit is not useful? Can a student easily read, write, and compare 3, 4, and 5digit numbers? Try for 500 Count money to $5.00 Read and write decimals Regroup tens and ones Use mental addition strategies Use probability In chapter 19, first grade students find the minimum number of coins to make an amount. In second grade, in chapter 11, and in third grade, in chapter 10, students problem solve with coins and bills. In chapter 7, fourth grade students read and write decimal values. Use with third graders to reinforce mental addition and problem solving with coins and bills. Is the student using mental addition to predict the consequences of taking pennies, dimes, or dollars? Does the student easily count pennies, dimes, and dollars? From Here to There Compare and order 2digit numbers Use place value to read and write whole numbers Use probability Add, subtract, and multiply using mental math Use mixed operations and use parentheses in a number sentence In chapter 16, first grade students compare and order 2digit numbers. In chapter 1, third grade students study place value and problem solving. Use with third graders to reinforce comparing and ordering 2digit numbers using problem solving. Can the student strategically create a 2digit number with the number cubes? Can the student correctly compare and order 2digit numbers? Has the student considered that rolling some numbers is impossible? Get this I've Got It! By the end of chapter 9, third grade students know how to add, subtract, multiply, and divide and have mastered their facts. In chapter 2, fifth grade students learn order of operations. Use with third graders to reinforce mental computation and problem solving. Does the student use different operations with ease? What strategies does the student use to seek solutions? Is the student able to use parentheses in a number sentence to record his or her mental math?
12 Pocket Money Multiplication Fill In Target Subtraction Target Amounts Multiplication Arrays Keep the Leftovers Counting Tape Big Double Trouble Multiple Marker Grade 4 Count mixed coins Find fewest coins to make a given amount Find multiples Practice multiplication and division facts Use divisibility rules Estimate differences Subtract whole numbers Use mental math with large numbers Read, write, and compare large numbers Create multiplication arrays Calculate area Use division facts Divide with and without remainders Use mental math strategies to find multiples and factors Add 2 and 3digit numbers Multiply by 10 Identify multiples In chapter 19, first grade students find the minimum number of coins to make an amount. Second grade students in chapter 11, and third grade students in chapter 10, problem solve with coins and bills. By third grade, students have learned the basic multiplication facts. In chapter 2, fourth grade students find multiples. In chapter 2, third grade students estimate differences and mentally subtract 2digit numbers. In chapter 2, fourth grade students estimate 3digit differences and in chapter 1, they compare whole numbers. In chapter 1, third grade students read, write, and compare numbers to 10,000 and fourth grade students read, write, and compare numbers to 100,000. In chapter 2, fourth grade students estimate differences. By third grade, students have learned the basic multiplication facts. In chapter 12, fourth grade students find area. In chapter 8, third grade students divide with and without remainders. In chapter 3, fourth grade students apply division facts to divide up to a 4digit number by a 1digit number, with or without remainders. By third grade, students have learned multiplication and division facts. In chapter 2, fourth grade students find factors and multiples. In chapter 7, third grade students use mental math to multiply by tens. In chapter 2, fourth grade students use estimation strategies to find sums. By third grade, students have learned multiplication and division facts. In chapter 2, fourth grade students identify multiples. Use with fourth graders to reinforce solving problems by finding the minimum numbers of coins to make a given amount. Use with fourth graders to solidify multiplication facts, find multiples, and use divisibility rules. Use with fourth graders to reinforce estimating sums and differences, subtracting whole numbers, and comparing whole numbers. Use with fourth graders to reinforce mental math with large numbers as they read, write, and compare those numbers. Use with fourth graders to solidify multiplication facts using arrays, reinforce the commutative property of multiplication, and estimate and find area. Use with fourth graders to reinforce division facts and division with and without remainders. Use with fourth graders to practice mental math strategies to find multiples and factors. Use with fourth graders to reinforce mental addition and mental multiplication by ten. Use with fourth graders to practice mental math strategies to find multiples. Is the student able to create two different 2digit numbers using the cards? Can the student count mixed coins easily? Can the student see how the same amount can be made with different numbers of coins? How does the student choose to list a number under a multiple? Does the student have a strategy for figuring out tough facts? Can the student set up a subtraction problem and compute with accuracy? Can the student estimate differences? Can the student compare whole numbers? Is the student developing strategies for choosing a denominator and distributing the value? Does the student demonstrate a clear understanding of place value? Is the student using mental math to add and subtract larger numbers? If so, what mental math strategies are being used? Can the student compare whole numbers? Does the student count the circles on the recording sheet or instantly recall the multiplication facts? Does the student use the Commutative Property (4x6 = 6x4), to help find a place on the board to fit an array? Does the student understand that the array is an area model for multiplication? Does the student need to use the counters to form equal groups, or can he or she use basic division facts? Does the student demonstrate an understanding of remainders? Can the student tell the difference between factors and multiples? Can the student name many of the multiples for a given number? Does the student use multiples of tens and ones to multiply a factor greater than ten? Does the student easily find and add multiples of ten as comfortably as simple facts? Does the student have mental math strategies for column addition? Does the student have basic understanding of probability? 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