# Making Sense of Math 2016-2017

### AISD Parent Newsletter for Math - 6th Six weeks

## Why This Newsletter?

This newsletter is intended to give parents an idea of what is being covered each six weeks in math and what their students should be learning.

Please contact Anna Holmgreen, Director of Instruction for Math, if you have questions.

**THE BLUE BOX BELOW TAKES YOU TO A SURVEY ABOUT POSSIBLE WORKSHOPS FOR PARENTS. PLEASE TAKE A MINUTE TO TAKE THE SURVEY!**

Please click this link to take a short survey about potential workshops to help you help your child with math!

## A Word About the Last Six Weeks

## Games for the Summer

**Smack the Number - This is great for pre-K and Kinder kiddos. Label pieces of paper with numbers 1 - 6. Roll a die and have kids "smack" the number rolled with a fly swatter!**

**Kaboom** - take popsicle sticks and write addition or multiplication facts at one end. Take one stick and write "KABOOM". Place sticks in a cup. Then children take turns pulling a stick. If they can identify the answer correctly they keep the stick. If they draw a KABOOM stick, all their sticks must go back in the cup.

**Bottle Cap Facts** - Take a bottle cap and place a sticker on the outside with addition or multiplication facts. On the inside, place another sticker with the answer. This is a self-checking game for kids.

These are just a few games that can be modified. You can smack the number for multiplication or addition facts, practice addition and subtraction with Kaboom or Bottle Caps. There are LOTS of cool ideas on Pinterest, too!

## Websites

http://www.fun4thebrain.com/addition.html

http://www.kidsites.com/sites-edu/math.htm

http://www.mathgametime.com/blog/2012/08/top-math-game-websites-for-kids/

## Elementary Math

## Kindergarten

- identifying measurable attributes of objects, including
**length**,**capacity**, and**weight**. - describing the differences of the attributes between two objects using
**comparative****language**. (less than, more than, lighter than, lightest, longer than, longest, etc.) - Students also work on
**counting**,**problem****solving**, and**graphing**. - Counting now involves an understanding of the relationship between the numbers in the counting sequence.
- Students begin to understand how numbers increase by one during the forward count or decrease by one during the backward count. Because of this understanding, students are able to
**count forward**and**backward**easily**without**the use of objects. - Students transition to reading, writing, and representing numerals
**without**objects or pictures. - Students also transition from one-to-one correspondence to working with
**number****relationships**. These mathematical relationships are applied when students generate and**compare sets of objects**or**compare written numerals**using comparative language. - Students
**instantly recognize quantities**as they compose and decompose numbers. - Students are able to explain the strategies used to
**solve problems with sums and minuends to 10.** - Numeracy concepts extend into
**graphing**. Students draw conclusions about data in both real-object and picture graphs.

## 1st Grade

- Students use
**concrete**,**non-standard measuring tools**(paper clips, cubes, etc.) to measure the length of objects and determine the length of objects to the nearest whole unit and describe the length using numbers and unit labels. - Students also measure the length of an object using two different units of measure and begin to recognize that
and*smaller units require more units to measure**larger sized units require fewer units to measure.* - Students will generate and
**solve****addition**and**subtraction****problems****within 20**using a variety of objects, pictorial models, and strategies. - Students will apply basic fact strategies and properties of operations (additive identity, associative property of addition, and commutative property of addition) to
**add**and**subtract****two**or**three****numbers**, including determining the unknown when the unknown may be any one of three or four terms in the equation. - Students will
**represent**and**explain**their**solution strategies using words, objects, pictorial models, and number sentences**, including explaining the role of the equal sign in an equation.

## 2nd Grade

- Students
**model**,**create**, and**describe****multiplication**and**division**situations where**equal grouping**is involved. - Students use
**repeated addition**or**skip counting**to determine the total number of objects and describe these situations using language such as “3 equal groups of 5 is 15.” - Students extend the understanding of equal grouping situations to include determining the
**area of a rectangle**. - Students discover the relationship between a variety of equal group models and the
**arrangement of the objects**in**rows and columns**to determine area. - Students also use
**concrete**and**pictorial****models**to**represent****problem****situations**such as “15 separated into 3 equal groups makes 5 in each group” or “15 separated into equal groups of 5 makes 3 groups.” - Students begin to see the
**inverse****relationship**and**multiplication**that is similar to the inverse relationship between addition and subtraction.**division** - Students revisit and solidify essential understandings of
**fractions**. - Students
**partition objects into equal parts**and**naming the parts,**including halves, fourths, and eighths,**using words**rather than symbols (e.g., one-half or 1 out of 2 equal parts rather than ). - Students recognize the
**inverse relationship**between the**number of parts**and**the size of each part**and explain this relationship using appropriate mathematical language. - Students determine
**how many parts it takes to equal one whole**, and use this understanding to count fractional parts.

## STATE Testing Grades 3-8

## 3rd Grade and 4th Grade

The last few weeks of this year, third and 4th graders will be working to solidify their knowledge of number and operations. They will be working to:

- represent and compare whole numbers using place value (ten thousands, thousands, hundreds, tens and ones using objects, pictures, numbers and expanded notation)
- describe mathematical relationships in the base-ten system through the hundred thousands place
- represent a number on a number line as being between two consecutive multiples of 10, 100, 1000, etc. and rounding whole numbers
- compare and order whole numbers up to 100,000 using <, >, or = symbols *note that 4th graders go to the Billions place

## Number relationships in base ten system In our base ten system, each number place is 10 times greater than the place to the right. This is built on the understanding that 1 ten = 10 ones, 1 hundred = 10 tens, 1 thousand = 10 hundreds, etc. The reverse is true as well. Places to the right are one-tenth the value. 1is one-tenth of 10 10 is one-tenth of 100, etc | ## Number relationships in base ten system Understanding of place value is KEY! | ## Magnitudes of ten |

## Number relationships in base ten system

This is built on the understanding that 1 ten = 10 ones, 1 hundred = 10 tens, 1 thousand = 10 hundreds, etc.

The reverse is true as well. Places to the right are one-tenth the value.

1is one-tenth of 10

10 is one-tenth of 100, etc