Curriculum Connection
K-5 Math-January
Math Norms
Kindergarten Math
Topic 6: Understand Addition- Meaning of Addition
Represent Addition as "Put Together" and "Add To"
Throughout Topic 6, students represent addition using fingers, objects drawings, and verbal explanations. As understanding develops, students learn how to complete sentences and write equations to model addition situations. Students understand addition as "putting together" two groups (sometimes referred to as "joining") or as "adding to" a give group.Greg Tang Tip- You should spend the bulk of your time modeling addition problems whole group using concrete models (unifix cubes) to solve them. Use visuals such as number bonds and 5 frames to transition to written equations.
Topic 6: Understand Addition-Solve Word Problems
Students represent the problems in different ways including with objects, drawings, and equations. They see how each object, picture, or part of an equation represents a quantity in the word problem.
Topic 6: Understand Addition- Fluency
Students begin to develop fluency with addition within 5 by finding patterns in addition facts. Finding patterns will help students to add fluently. For example, they may recognize that numbers can be added in any order, or that zero is added to a number, the sum is that number. Seeing addition facts for a number organized in a list helps students notice other patterns.
1st Grade Math
Topic 7- Extend the Counting Sequence
Students should use ten-frames, number charts, place-value blocks, and an open number line to help them count on.
Greg Tang Tip
Our Question: How do we teach students to sequence numbers within 120. (example problem: _______, _______, 117, _______, 119).
Greg’s Response: Students must have a sense of place value before completing this type of problem. If students are still need a ten-frame to see a number up to 20, they are not ready. Students have to be able to recognize that 10 of something is the same as 1 ten – shifting from the use of ten-frames to unifix cubes. Greg suggested that the best way to get students to solve this type of problem is to use a number bond. See picture to help you understand how to use the C, P, A model to teach this concept.
Topic 8- Understand Place Value
Topic 8 develops the concept of tens and ones, which is a key foundation for the base-10 number system. This topic strengthens students' understanding of the place-value system and prepares them for 2-digit addition and subtraction.
Greg Tang Tip: Use ONE color unifix cube for tens and ONE other color cube for ones consistently, so when you start composing/decomposing numbers to 20 the kids can quickly see place value more easily. Possibly trade cubes with others on your team or in your building to make this possible.
2nd Grade Math
Topic 8: Work with Time and Money
Students identify coins, find the value of a collection of coins within one dollar, and write the amount using the cent sign.
Students also identify bills, learn to find the value of a set of bills, and write the money amount using the dollar sign. Students can always use coin and bill manipulatives with their work.
Students solve problems involving the value of coins and bills using addition and subtraction.
Greg Tang Tips for Teaching Money
- Introduce pennies and dimes first- this teaches students that size doesn't determine value. It also correlates with ones and tens as well.
- Next introduce dollars- this correlates with ones, tens and hundreds.
- Then introduce nickels and quarters- do this because you're working with fives.
- Then work through all of the coins together.
- Then give them a number of cents and encourage them to show you all the ways to get that amount.
- Next, encourage them to use the least amount of coins to find a given amount.
- Use the words cents and dollars before you use the symbol
- Teach kids that with usual numbers we use base 10, 10 is too many, so we have to regroup. With time 60 is to many. 60 minutes becomes an hour.
Topic 8: Work with Time and Money
Students use analog and digital clocks to tell and write time to the nearest 5 minutes. On an analog clock, students are reminded that the minute hand moves from number to number in 5 minutes. So students need to skip count by 5s up to 60 to read the number of minutes shown by the minute hand.
Students also use analog and digital clocks to tell time before and after the hour. On an analog clock, they interpret the position of the hour hand and learn to give the time as so many minutes after the hour as well as so many minutes before the next hour. They also learn how to say time by using quarter hours and half hours.
3rd Grade Math
Topic 9: Fluently Add and Subtract Within 1,000
Addition Strategies:
- Partial Sums
- Regrouping in Addition
- Three or More Addends
Subtraction Strategies:
- Partial Difference
- Regrouping in Subtraction
- The Relationship Between Addition and Subtraction
Topic 10: Multiply by Multiples of 10
Use Place Value and Patterns to Multiply
- Place Value Blocks and Number Lines
- Mental Math
Use Properties to Multiply
- Associative Property of Multiplication
- Distributive Property
Greg Tang Example
x "groups of"
= "same as"
Also, use your number bonds to bring out the 10
Example: 3 X 13= 30 + 9
10 3
4th Grade Math
Topic 8: Extend Understanding of Fraction Equivalence and Ordering
Fraction Equivalence
- Use Visual Models
- Use Multiplication and Division
Fraction Comparison
- Benchmark Fractions
- Use Common Numerators or Denominators
Topic 9: Understand Addition and Subtraction of Fractions
Add Fractions
- Use Models to Add Fractions
- Decompose Fractions
- Add Fractions with Like Denominators
Subtract Fractions
- Use Models to Subtract Fractions
- Subtract Fractions with Like Denominators
Greg Tang
Example: Instead of 3 X 2/7= show it as 3 x 2 sevenths = 6 sevenths
5th Grade Math
Topic 8: Applying Understanding of Multiplication to Multiply Fractions
Multiply Fractions:
- Multiply Whole Numbers and Fractions
- Multiply Fractions
- Multiply Mixed Numbers
- Multiplication as Scaling
Topic 9: Apply Understanding of Division to Divide Fractions
Fractions as Division:
- Interpret Fractions as Division
Divide Unit Fractions and Whole Numbers
- Divide Whole Numbers by Unit Fractions
- Divide Unit Fractions by Whole Numbers
Extend Division with Fractions
- Solve Problems Involving Fraction Division
- Generalize Division with Unit Fractions and Whole Numbers
Greg Tang
Topic 8:
Early (lessons 1-3): Multiplying a fraction by a whole number
Language – “___ groups of ___” (8 groups of ¾) and “____ of ____” (3/4 of 8)
Notation – 2 thirds instead of ⅔
Bar Models – See attached photo
Mid (lessons 4-6): Multiplying a fraction by a fraction
Linear bar models, starting with unit fractions to extrapolate the “algorithm” of multiplying straight across (numerator times a numerator and denominator times a denominator)
End (lessons 7-9): Multiplying mixed numbers
Number bonds and area models (see attached photo)
Jennifer Wiley
Email: wileyj@parkhill.k12.mo.us
Website: www.parkhill.k12.mo.us
Location: 7703 Northwest Barry Road, Kansas City, MO, USA
Phone: 816-359-6253
Twitter: @icjenwiley
Kim Fette
Email: fettek@parkhill.k12.mo.us
Website: parkhill.k12.mo.us
Location: 7703 Northwest Barry Road, Kansas City, MO, USA
Phone: 816-359-5750
Twitter: @kimElemCoach