Curriculum Connection
K-5 Math-January 2024
Math Norms
Kindergarten Math
Topic 6 introduces students to the concept of addition. It focuses on a deep understanding of addition as "put together: and "add to." Students learn how to represent addition in different ways and solve word problems, all building towards fluently adding within 5.
1st Grade Math
This topic focuses on counting to 120, starting at any number less than 120, by 10s and 1s, reading and writing numbers to 120, and representing a number of objects with a written numeral for quantities to 120. Counting by 10s and 1s builds understanding about 2-digit numbers that will prove useful in later topics involving place value.
Topic 8 develops the concept of tens and ones, which is a key foundation of the base-10 number system. The topic strengthens students' understanding of the place-value system and prepares them for 2-digit addition and subtraction.
Students begin to understand that 10 can be thought of as a bundle of 10 ones. which is called a "ten."
Students show groups of 10 with connection cubes and then count by 10s to find how many in all. They understand that numbers made with only groups of 10 have some tens, but no leftover ones.
Students understand that each number for 11 to 19 has 1 ten and some ones. The concept of tens and ones is extended to all 2-digit numbers. Students count groups of 10 and then identify the leftovers as the ones digit in a 2-digit number.
2nd Grade Math
This topic focuses on identifying and counting coins and bills, solving word problems about money, telling time to the nearest 5 minutes using a.m and p.m., and telling time before and after the hour.
In this topic, students' understanding of place value is extended to 1,000. Concrete and pictorial models of place-value blocks are used to reinforce that our number system is based on groups of 10. Students learn that when they get 10 of one place value, they move to the next place value: 10 ones make a ten, 10 tens make a hundred, and 10 hundreds make a thousand. Place-value models and place-value charts help students learn to write 3-digit numbers.
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 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
Topic 10: Extend Multiplication Concepts to Fractions
Multiply a Fraction by A Whole Number
- Fractions as Multiples and Unit Fractions
- Multiply a Fraction by a Whole Number
Solve Time Problems
- Use Operations to Solve Time Problems
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: K-2 Curriculum Specialist
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: 3-5 Curriculum Specialist
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