Math Curriculum
Term 1 (September, October, November, Early December)
Please use IXL Math and Homework Folders extras for additional resources when working with your child at home on math. Feel free to ask me for other resources, games, worksheets.
Students will explore:
Numbers (to 1000): Students will begin to explore big ideas about number using concrete materials, pictures, oral and written language, and symbols. They will say the number sequence forward and backward from by 1s, particularly through transitions from decade to decade and century to century. They will skip count forward and backward by 2s, 5s, 10s and 100s to 1000. They will skip count by 25s to 200. They will determine the value of a given set of coins by skip counting. They will recognize and correct errors or omissions in a given number sequence, number chart, or number line. When given a number sequence, they will identify and explain the skip counting pattern. They will look for increasing and decreasing patterns as they skip count. Students will begin to develop meaning for numbers to 1000. They will estimate quantities less than 1000 by comparing the set to a referent and by selecting an estimate from among three possible choices. They will justify the reasonableness of their estimates. They will count collections of objects and will explain why, no matter how the set of objects is represented, grouped, or counted, the total does not change. They will name the number in a given representation and record the number using numerals, expressions or words. They will read and represent numbers to 1000 in a variety of ways with manipulatives, pictures, coins, expressions, and numerals. They will explore number relationships and will partition numbers. They will represent the partitions as expressions. As students explore relationships and representations of numbers, they will compare and order numbers in a variety of ways using number lines, number charts, and other models, and using benchmark numbers. As part of daily mental mathematics, students will be review strategies for basic addition facts to 18 and will develop strategies for relate
Patterning:
Students will identify increasing and decreasing patterns and will describe them with a pattern rule that includes a starting point and how the pattern continues. They will create an increasing or decreasing pattern from a given pattern rule. They will explore number patterns, including skip counting patterns and patterns on hundreds charts. They will describe increasing and decreasing patterns. They will extend the pattern to confirm their prediction. They will identify errors and missing elements patterns and will explain the strategy they used to determine the missing element. They will identify and describe their sorting rule.
Patterning with Time and Temperature: Students will explore the patterns in the calendar. They will solve problems involving the relationships between seconds/minutes, minutes/hours, hours/days, days/weeks and days/months. They will select and use non-standard units of measure to measure the passage of time and will explain their choice. They will develop personal referents for minutes and hours and will identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months, and years. They will determine the number of days in any given month using a calendar and will create a calendar that includes days of the week, dates, and personal events.
Introduction to Geometry:
Students will focus on 2-D and 3-D geometry. They will identify the faces, edges, and vertices of given 3-D objects, including spheres, cones, cylinders, pyramids, and cubes and other prisms. They will determine the number of faces, edges, and vertices of given 3-D objects. They will sort a given set of 3-D objects according to the number of faces, edges or vertices. They will sort and classify a given set of regular and irregular polygons according to the number of sides. They will identify 2-D shapes including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides. They will identify given regular and irregular polygons having different dimensions and in different positions. They will identify the shape of the faces of a given 3-D object. This unit also provides opportunity to revisit patterning.
Please use IXL Math and Homework Folders extras for additional resources when working with your child at home on math. Feel free to ask me for other resources, games, worksheets.
Students will explore:
Numbers (to 1000): Students will begin to explore big ideas about number using concrete materials, pictures, oral and written language, and symbols. They will say the number sequence forward and backward from by 1s, particularly through transitions from decade to decade and century to century. They will skip count forward and backward by 2s, 5s, 10s and 100s to 1000. They will skip count by 25s to 200. They will determine the value of a given set of coins by skip counting. They will recognize and correct errors or omissions in a given number sequence, number chart, or number line. When given a number sequence, they will identify and explain the skip counting pattern. They will look for increasing and decreasing patterns as they skip count. Students will begin to develop meaning for numbers to 1000. They will estimate quantities less than 1000 by comparing the set to a referent and by selecting an estimate from among three possible choices. They will justify the reasonableness of their estimates. They will count collections of objects and will explain why, no matter how the set of objects is represented, grouped, or counted, the total does not change. They will name the number in a given representation and record the number using numerals, expressions or words. They will read and represent numbers to 1000 in a variety of ways with manipulatives, pictures, coins, expressions, and numerals. They will explore number relationships and will partition numbers. They will represent the partitions as expressions. As students explore relationships and representations of numbers, they will compare and order numbers in a variety of ways using number lines, number charts, and other models, and using benchmark numbers. As part of daily mental mathematics, students will be review strategies for basic addition facts to 18 and will develop strategies for relate
Patterning:
Students will identify increasing and decreasing patterns and will describe them with a pattern rule that includes a starting point and how the pattern continues. They will create an increasing or decreasing pattern from a given pattern rule. They will explore number patterns, including skip counting patterns and patterns on hundreds charts. They will describe increasing and decreasing patterns. They will extend the pattern to confirm their prediction. They will identify errors and missing elements patterns and will explain the strategy they used to determine the missing element. They will identify and describe their sorting rule.
Patterning with Time and Temperature: Students will explore the patterns in the calendar. They will solve problems involving the relationships between seconds/minutes, minutes/hours, hours/days, days/weeks and days/months. They will select and use non-standard units of measure to measure the passage of time and will explain their choice. They will develop personal referents for minutes and hours and will identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months, and years. They will determine the number of days in any given month using a calendar and will create a calendar that includes days of the week, dates, and personal events.
Introduction to Geometry:
Students will focus on 2-D and 3-D geometry. They will identify the faces, edges, and vertices of given 3-D objects, including spheres, cones, cylinders, pyramids, and cubes and other prisms. They will determine the number of faces, edges, and vertices of given 3-D objects. They will sort a given set of 3-D objects according to the number of faces, edges or vertices. They will sort and classify a given set of regular and irregular polygons according to the number of sides. They will identify 2-D shapes including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides. They will identify given regular and irregular polygons having different dimensions and in different positions. They will identify the shape of the faces of a given 3-D object. This unit also provides opportunity to revisit patterning.