# Curriculum Connection

## K-5 Math- October

## Math Norms

These norms should be visible and referenced throughout the year.

## Kindergarten Math

## Count Quantities 1 to 10 Students use the standard list of counting words in order: one, two, three, four, five, six, seven, eight, nine, and ten. They count up to 10 objects by "tagging" each object with one and only one number in the sequence. Students are shown many different arrangements of objects. The see the link between the randomly arranged objects and objects placed in a five- or ten-frame. This helps reinforce their understanding that the number of objects is the same regardless of their arrangement. | ## Numerals 6 to 10 Students use tracing and dot prompts to write numerals that represent how many objects they counted. | ## Compare Numbers Students compare numbers by using a variety of strategies: referring to the sequence of numbers from 1 to 10, drawing pictures, or using ten-frame diagrams. Students are also given a number and asked to determine another number that is greater or less. |

## Count Quantities 1 to 10

Students use the standard list of counting words in order: one, two, three, four, five, six, seven, eight, nine, and ten. They count up to 10 objects by "tagging" each object with one and only one number in the sequence. Students are shown many different arrangements of objects. The see the link between the randomly arranged objects and objects placed in a five- or ten-frame. This helps reinforce their understanding that the number of objects is the same regardless of their arrangement.

## Numerals 6 to 10

Students use tracing and dot prompts to write numerals that represent how many objects they counted.

## 1st Grade Math

## Fluently Add Within 10 Students use strategies to develop fluency with adding within 10. Strategies include counting on, using doubles and near doubles, adding with 5, adding with 10, and adding in any order. | ## Fluently Subtract Within 10 Students use strategies to develop fluency with subtracting within 10. Strategies include counting back and thinking addition to subtract. | ## Addition and Subtraction Word Problems Students use addition facts to 20 to solve word problems. These problems include the following situations: "add to," "put together," "take from," "take apart," and "compare." Students use objects, drawings, or equations to solve the problems. |

## Fluently Add Within 10

Students use strategies to develop fluency with adding within 10. Strategies include counting on, using doubles and near doubles, adding with 5, adding with 10, and adding in any order.

## Fluently Subtract Within 10

Students use strategies to develop fluency with subtracting within 10. Strategies include counting back and thinking addition to subtract.

## 2nd Grade Math

## Add Within 100 Using Strategies Students will lean to add within 100 using strategies that employ a hundred chart, an open number line, breaking numbers apart, and compensation. | ## Solve Word Problems Students will learn to solve one- and two-step word problems involving addition and subtraction. These problems include "add to," "take from," "put together," "take apart," and "compare" situations. Bar diagrams and equations are used to represent the relationships between the quantities in the problems. | ## Fluently Add Within 100 Students will develop computational fluency in addition within 100 by using models, understanding of place value, properties of operations, the partial-sum method, and mental math. |

## Add Within 100 Using Strategies

Students will lean to add within 100 using strategies that employ a hundred chart, an open number line, breaking numbers apart, and compensation.

## Solve Word Problems

Students will learn to solve one- and two-step word problems involving addition and subtraction. These problems include "add to," "take from," "put together," "take apart," and "compare" situations. Bar diagrams and equations are used to represent the relationships between the quantities in the problems.

## 3rd Grade Math

## Topic 3- Apply Properties: Multiplication Facts for 3, 4, 6, 8 Use Known Facts Students draw on known facts and apply the Distributive Property to learn multiplication facts involving factors of 3, 4, 6, 7, and 8. Equal Groups: Multiplication facts are presented within the context of equal groups. | ## Topic 4- Use Multiplication to Divide: Division Facts: Inverse Relationship Between Multiplication and Division Students learn the inverse relationship between multiplication and division without remainders. | ## Topic 4- Use Multiplication to Divide: Division Facts: Fact Families Students learn that a fact family is a group of related facts using the same numbers and that they underscore the inverse relationship between multiplication and division. |

## Topic 3- Apply Properties: Multiplication Facts for 3, 4, 6, 8 Use Known Facts

Students draw on known facts and apply the Distributive Property to learn multiplication facts involving factors of 3, 4, 6, 7, and 8.

Equal Groups: Multiplication facts are presented within the context of equal groups.

## Topic 4- Use Multiplication to Divide: Division Facts: Inverse Relationship Between Multiplication and Division

Students learn the inverse relationship between multiplication and division without remainders.

## 4th Grade Math

## Topic 3: Use Strategies and Properties to Multiply by 1-Digit NumbersNumber Sense: Students apply the properties of multiplication and place-value understanding to multiply multiples of 10, 100, and 1,000 by 1-digit numbers.
| ## Topic 4: Use Strategies and Properties to Multiply by 2-Digit Numbers: Developing Multiplication Strategies Students use properties of multiplication, place-value understanding, and models to multiply 2-digit numbers by multiples of 10. | ## Topic 4: Use Strategies and Properties to Multiply by 2-Digit Numbers: Models and Partial Products Students use arrays, area models, the Distributive Property, and partial products to multiply two 2-digit numbers. |

## Topic 3: Use Strategies and Properties to Multiply by 1-Digit Numbers

**Number Sense:**Students apply the properties of multiplication and place-value understanding to multiply multiples of 10, 100, and 1,000 by 1-digit numbers.

**Distributive Property:** Students apply the Distributive Property throughout the topic as they use partial products to find the product of a 1-digit number and a multi-digit number.

## Topic 4: Use Strategies and Properties to Multiply by 2-Digit Numbers: Developing Multiplication Strategies

Students use properties of multiplication, place-value understanding, and models to multiply 2-digit numbers by multiples of 10.

## 5th Grade Math

## Topic 3: Fluently Multiply Multi-Digit Whole NumbersDevelop Number Sense: Students explore patterns in multiplying whole numbers by powers of 10. These patterns provide the basis for finding the product of a whole number and a power of 10.
| ## Topic 4: Use Models and Strategies to Multiply DecimalsNumber Sense: Students use number sense to place the decimal point in the product after multiplying as if the decimals were whole numbers. | ## Topic 4: Use Models and Strategies to Multiply DecimalsMultiply Decimals: Students use models to begin understanding the process of multiplying a whole number and a decimal and multiplying two decimals. |

## Topic 3: Fluently Multiply Multi-Digit Whole Numbers

**Develop Number Sense**: Students explore patterns in multiplying whole numbers by powers of 10. These patterns provide the basis for finding the product of a whole number and a power of 10.

**Use the Standard Algorithm**

**Multiply 2-Digit by 2-Digit Numbers**

## Topic 4: Use Models and Strategies to Multiply Decimals

**Number Sense**: Students use number sense to place the decimal point in the product after multiplying as if the decimals were whole numbers.