Finding Missing Addends
|
|
|
- Madlyn Harris
- 5 years ago
- Views:
Transcription
1 8 Objective Finding Missing Addends In addition, the two numbers being combined are addends, and their total is the sum. Addition problems are usually represented by two known addends and an unknown sum; however, problems can have a missing addend, which can be represented by an algebraic unknown, as in the problem 6 + a = 12. When an addend is unknown, compute the difference between the known addend and the sum. This process is referred to as using the inverse operation of addition. This process is a building block for algebraic thinking. Some children may be able to solve this type of equation intuitively using fact families. Common Core State Standards 1.OA.4 1.OA.8 36 Talk About It Discuss the Try It! activity. Have children look at the DecaDots tiles used in the Try It! activity. Ask: Which tiles show the dollars Carson has already saved? Which tiles show the dollars that Carson wants to save? Say: Count on or find a tile to show the difference between the amount Carson has saved and what he wants to save in all. Ask: How much more money does Carson need to save? How do you know? Solve It With children, reread the problem. Ask children to draw pictures of Carson s savings and what he needs to save. Then, have them write a sentence explaining how much more Carson needs to save. More Ideas For other ways to teach about missing addends Use Cuisenaire Rods to find missing addends. Make a train for the sum and then place the given addend along the bottom of the train. Have students fill in the length with the fewest number of rods possible to find the missing addend. Have children use Snap Cubes to find missing addends. Create a train of cubes for the given sum. Then have children create another train all the same color using the given addend. Have children line up the two trains and then build the missing part of the train to find the missing addend. Formative Assessment Have children try the following problem. Draw pictures to solve the problem. Hannah s mother asked her to wash 11 potatoes for dinner. She already washed 5. How many more potatoes should she wash? Write a number sentence to explain your picture.
2 Try It! 30 minutes Pairs Here is a problem using missing addends. Carson has $9 in the bank. He wants to save $16 to buy a new game. How much more money does he need to save to buy the game? Introduce the story problem. Then have children do the activity to solve the problem. Say: Show Carson how much money he needs to save. Materials DecaDots wallet (1 per pair) 1. To begin, place tiles in one row to show how much money Carson has in the bank. Place tiles in another row to show how much money he wants to save. Children will have to combine two tiles to show numbers greater than 10. Lay these tiles with their empty boxes facing outward. 2. Have children compare tiles on top of the row of tiles that represents the money Carson has in the bank until the row of tiles has the same number of dots as the row of tiles showing the amount of money he wants to save. Children may have to guess and check. Watch for children who add the addend and sum. Remind children that they already know the sum; the missing addend and 9 must equal 16. Ask children if it would make sense for to equal Ask: How many more dollars does Carson need to add to his $9 to have $16? 37
3 Lesson 8 Name Answer Key Use DecaDots. Build the sentence. Find the missing number. 1. (Check students work.) = 12 Use DecaDots. Draw the model. Find the missing number = 12 Find each missing number = = = = Download student pages at hand2mind.com/hosstudent.
4 Answer Name Key Challenge! Describe how the dots on the DecaDots help you find the missing number. Draw a picture to help. Challenge: (Sample) They help to show how many have to be added to make the total. It is easy to try different tiles and see which one works. Download student pages at hand2mind.com/hosstudent. 39
5 Lesson 8 Name Use DecaDots. Build the sentence. Find the missing number = 12 Use DecaDots. Draw the model. Find the missing number = 12 Find each missing number = = = =
6 Name Challenge! Describe how the dots on the DecaDots help you find the missing number. Draw a picture to help. 39
Use Cuisenaire Rods. Build the addition sentence. Write the number sentence. + = + =
Lesson 1 Operations and Algebraic Thinking Name Use Cuisenaire Rods. Build the addition sentence. Write the number sentence. 1. yellow purple + + = 2. dark green red + + = Use Cuisenaire Rods. Build the
Whole Numbers as Lengths on a Number Line
6 Objective Common Core State Standards Whole Numbers as Lengths on a Number Line As children continue to become familiar with the units and processes of measuring length, they can begin to see a ruler
Penny, Nickel, and Dime
9 Objective Penny, Nickel, and Dime With an understanding of the penny and the nickel and the relationship between them, children expand their work with money to include the dime. They perform counting,
Counting and Cardinality. More Ideas. Formative Assessment. Have children try the following problem.
9 Counting and Cardinality Comparing Groups Objective This lesson extends children s investigations of numbers to 10 and takes on the additional focus of comparison. Children will count but will also be
Identifying Multiples
4 Objective Identifying Multiples An understanding of multiples is useful to students when they work with multiplication, division, and equivalent fractions. Students also need to understand multiples
Measurement and Data. Bar Graphs. Talk About It. More Ideas. Formative Assessment. Have children try the following problem.
4 1.MD.4 Objective Common Core State Standards Bar Graphs Counting and classifying provide a foundation for the gathering and analysis of data. Moving collected information from a tally chart to a graph
Measurement and Data. Finding Area. Talk About It. More Ideas. Formative Assessment. Have students try the following problem.
Objective Common Core State Standards 3.MD.5a 3.MD.5b 3.MD.6 Finding Area Students have already had some experience with the ideas of shape, perimeter, and area in their geometry lessons, although they
Make 10. Operations and Algebraic Thinking. Objective. Common Core State Standards. Talk About It. Solve It. More Ideas. Formative Assessment
9 Objective Common Core State Standards Make 10 To begin building a strong foundation for the base ten system and addition, children need to understand how two parts make up 10. By using concrete objects
Operations and Algebraic Thinking
Lesson 1 Operations and Algebraic Thinking Use Three Bear Family Counters and a Bucket Balance to model each equation. Find the value of the counter shown in the equation. 1. = Papa 2. = Mama Using Three
Arranging Sets of Objects
7 Arranging Sets of Objects Objective In this lesson, children will learn that sets of objects with the same number of items can be arranged in different ways. A set of 8 items, for example, can be arranged
Measurement and Data. Building Area. Talk About It. More Ideas. Formative Assessment. Have students try the following problem.
13 Objective Common Core State Standards Building Area Students benefit from having concrete experiences working with measurement before being expected to comprehend measurement formulas, such as l w for
Multiplying Two Fractions
Objective Multiplying Two Fractions Students will build upon their understanding of multiplying a fraction by a whole number to now multiply a fraction by a fraction. Using concrete models to build rectangles
Building Shapes. Geometry. Objective. Common Core State Standards Talk About It. Solve It. More Ideas. Formative Assessment
2 Objective Building Shapes Giving children the opportunity to combine and take apart shapes helps them build several important mathematical skills. Such activities foster spatial reasoning and spatial
Estimating and Measuring
4 Objective Estimating and Measuring Measurement encompasses several areas of math. By this age, children will have experienced measuring objects with standard units. This exposure has formed a foundation
Approximating Square Roots
1 Objective The Number System Approximating Square Roots By now, students have studied various types of rational and irrational numbers, including square roots. In previous grades, students learned how
Fact Families Objective To introduce addition/subtraction fact families.
Fact Families Objective To introduce addition/subtraction fact families. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
Compound Events: Making an Organized List
136 8 7.SP.6 7.SP.8a 7.SP.8b Objective Common Core State Standards Compound Events: Making an Organized List Experience with experiments helps students build on their intuitive sense about probability.
Constant of Proportionality
3 Constant of Proportionality Objective A relationship is proportional if its graph is a straight line through the origin. The slope of this line is the constant of proportionality, or unit rate, for the
Math at the Primary Level. Marian Small October 2015
Math at the Primary Level Marian Small October 2015 Issues Using manipulatives effectively Building number sense (including mental math) Better consolidation of lessons Manipulatives of Value Counters
Statistics and Probability. Line of Best Fit. Talk About It. More Ideas. Formative Assessment
Line of Best Fit Objective Previously, students learned how to graph a scatter plot diagram. From their diagram, they were able to determine that the coordinate pairs may have a linear relationship, even
Operations and Algebraic Thinking
Lesson 1 Operations and Algebraic Thinking Name Use Color Tiles to build each array. Write the multiplication sentence for each array. 1. 2. 3. rows of tiles rows of tiles rows of tiles Build each array
Symmetrical Figures. Geometry. Objective. Common Core State Standards Talk About It. Solve It. More Ideas. Formative Assessment
5 Objective Symmetrical Figures In this lesson, students solve problems involving symmetry. Because relationships across a line of symmetry correspond exactly in terms of size, form, and arrangement, students
Progression In Calculations Addition
Objective and Strategies Combining two parts to make a whole: partwhole model Addition Concrete Pictorial Abstract Use cubes to add two numbers together as a group or in a bar. Use pictures to add two
Study Guide 3: Addition of Whole Numbers Category 2: Computation and Algebraic Relationships
Study Guide 3: Addition of Whole Numbers Category 2: Computation and Algebraic Relationships Vocabulary Addition Addends Missing addend Sum Total Plus Number sentence Equation Regroup Estimate Estimation
Math Grade 2. Understand that three non-zero digits of a 3-digit number represent amounts of hundreds, tens and ones.
Number Sense Place value Counting Skip counting Other names for numbers Comparing numbers Using properties or place value to add and subtract Standards to be addressed in Number Sense Standard Topic Term
Put these numbers in order from smallest to largest.
1 Put these numbers in order from smallest to largest. a. 4 9 7 6 b. 11 7 9 1 4 c. 8 0 7 4 1 6 Read the Warm-Up activity page to your students. SAY: Put these numbers in order from smallest to largest.
DCSD Common Core State Standards Math Pacing Guide 2nd Grade Trimester 1
Trimester 1 OA: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve oneand two-step word problems involving
The Grade 1 Common Core State Standards for Geometry specify that children should
in the elementary classroom means more than recalling the names of shapes, measuring angles, and making tessellations it is closely linked to other mathematical concepts. For example, geometric representations
. Review of Addition Addition Stories Missing Addends, Part 1
0 LESSON. Review of Addition Addition Stories Missing Addends, Part 1 WARM-UP Facts Practice: 100 Addition Facts (Test A )~ Mental Math: Add ten to a number: a. 20 b. 34 c. 10 + 10 + 10 + 53 d. 5 + 10
Area of a Parallelogram
Area of a Parallelogram Objective In this activity, students reason about the area of a parallelogram by visualizing its relationship to a corresponding rectangle. Without a formula, the area of a rectangle
4 + 3 = 7 10= Combining two parts to make a whole: partwhole. Starting at the bigger number and counting on
Progression in Calculations Addition Objective and Strategies R/Y1 Combining two parts to make a whole: partwhole model Concrete Pictorial Abstract Use cubes to add two numbers together as a group or in
LESSON 3.1. Use Doubles Facts. Kinesthetic / Visual Whole Class / Small Group
LESSON 3. Use Doubles Facts Materials red and blue connecting cubes Write 6 + 7 = on the board. Say: You can use 6 6 to help find the sum of 6 7. Have children put cubes together to make two 6-cube trains
Common Core State Standard I Can Statements 2 nd Grade
CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 2 nd Grade Common Core State Standards for Mathematics
Use Inchworms. Measure each item. inches. inches. Find each item. Estimate the length. Use Inchworms to measure the length. 4.
Lesson 1 Measurement and Data Use Inchworms. Measure each item. 1. inches 2. Find each item. Estimate the length. Use Inchworms to measure the length. inches 3. one side of a book Estimate: inches Actual:
How much effort did you put into math?
Name: # I can: Math Topic 3: Using Place Value to Add and Subtract Study Guide Solve 3-digit addition problems using an expanded algorithm. (3-1) Add 3-digit numbers using place-value blocks or pictures
Response to Intervention. Grade 2
Houghton Mifflin Harcourt Response to Intervention FOR THE COMMON CORE STATE STANDARDS FOR MATHEMATICS Grade Math Expressions Lessons Correlated to Tier Lessons Tier Lessons correlated to Tier Skills and
Place Value and Patterns
Lesson 1.1 Reteach Place Value and Patterns You can use a place-value chart and patterns to write numbers that are times as much as or 1 of any given number. Each place to the right is 1 of the value of
Start at 1 and connect all the odd numbers in order from least to greatest. Then start at 2 and connect all the even numbers the same way.
Lesson 1.1 Connect the Dots Start at 1 and connect all the odd numbers in order from least to greatest. Then start at 2 and connect all the even numbers the same way. 7 5 9 11 13 19 3 17 1 15 18 16 20
Grade 2 Arkansas Mathematics Standards. Represent and solve problems involving addition and subtraction
Grade 2 Arkansas Mathematics Standards Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.2.OA.A.1 Use addition and subtraction within 100
Count Equal Groups. in all. Count equal groups to find how many. groups of. groups of. in all. in all R20
Lesson 3.1 Count Equal Groups Equal groups have the same number in each group. There are 3 tulips in each of 4 vases. How many tulips are there in all? Step 1 Think: there are 4 vases, so draw 4 circles
Thousandths are smaller parts than hundredths. If one hundredth is divided into 10 equal parts, each part is one thousandth.
Lesson 3.1 Reteach Thousandths Thousandths are smaller parts than hundredths. If one hundredth is divided into 10 equal parts, each part is one thousandth. Write the decimal shown by the shaded parts of
Standards for Mathematical Practice
Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct
Grade 2 Mathematics Scope and Sequence
Grade 2 Mathematics Scope and Sequence Common Core Standards 2.OA.1 I Can Statements Curriculum Materials & (Knowledge & Skills) Resources /Comments Sums and Differences to 20: (Module 1 Engage NY) 100
7.4. Distributive Property. Activity Materials square tiles Make an array with tiles to show 6 rows of 7. Unlock the Problem
? Name 7.4 ALGEBRA Essential Question Distributive Property How can you use the Distributive Property to find products? Number and Operations 3.4.E, 3.4.K Algebraic Reasoning 3.5.B Also 3.4.D, 3.5.D MATHEMATICAL
Constant Perimeter and Changing Area
Objective Common Core State Standards Constant Perimeter and Changing Area The concepts of perimeter and area are often misunderstood (and sometimes confused) by students who tend to lack real-world experience,
Word Problems About Combining
Word Problems About Combining Some and some more problems have an addition formula. Formula Problem Some miles + Some more + miles Total 15 miles Find a missing total by adding. Find a missing addend by
Correlation of USA Daily Math Grade 2 to Common Core State Standards for Mathematics
2.OA 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems with unknowns in all positions. 2.OA.2 Fluently add and subtract within 20 using mental strategies. 2.OA.3 Determine
OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA GEOMETRY USER LICENSE 535
OPERATIONS AND ALGEBRAIC THINKING 003-164 REPRESENT AND SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION ADD AND SUBTRACT WITHIN 20 WORK WITH EQUAL GROUPS OF OBJECTS TO GAIN FOUNDATIONS FOR MULTIPLICATION
Name: Class: Date: 6. Explain how you could use a number line to determine the number that is 7 more than 9. What is the number?
Name: Class: Date: Course 2 Chapter 4 Practice Test Pre-Test 1. Use the number line to determine the sum 3 + ( 7). Determine the missing addend. 2. 5 + = 9 Add or subtract. 3. 5.8 + ( 8.45) 4. 13.62 (
Second Grade Mathematics Goals
Second Grade Mathematics Goals Operations & Algebraic Thinking 2.OA.1 within 100 to solve one- and twostep word problems involving situations of adding to, taking from, putting together, taking apart,
Visualizing Integers TEACHER NOTES MATH NSPIRED. Math Objectives. Vocabulary. About the Lesson. TI-Nspire Navigator System
Math Objectives Students will identify expressions that balance an equation. Students will find values that satisfy integer equalities. Students will recognize and use the additive inverse property. Students
Lesson 2: Using the Number Line to Model the Addition of Integers
: Using the Number Line to Model the Addition of Integers Classwork Exercise 1: Real-World Introduction to Integer Addition Answer the questions below. a. Suppose you received $10 from your grandmother
Second Quarter Benchmark Expectations for Units 3 and 4
Mastery Expectations For the Second Grade Curriculum In Second Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of base-10 notation. Building fluency
2nd Grade Math Curriculum Map
Standards Quarter 1 2.OA.2. Fluently add and subtract within 20 using mental strategies.* By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.3. Determine whether a group of objects
Foundations of Multiplication and Division
Grade 2 Module 6 Foundations of Multiplication and Division OVERVIEW Grade 2 Module 6 lays the conceptual foundation for multiplication and division in Grade 3 and for the idea that numbers other than
5th Grade. Divisibility Rules. Slide 1 / 239 Slide 2 / 239. Slide 3 / 239. Slide 4 / 239. Slide 6 / 239. Slide 5 / 239. Division. Division Unit Topics
Slide 1 / 239 Slide 2 / 239 5th Grade Division 2015-11-25 www.njctl.org Slide 3 / 239 Slide 4 / 239 Division Unit Topics Click on the topic to go to that section Divisibility Rules Patterns in Multiplication
Classwork Example 1: Exploring Subtraction with the Integer Game
7.2.5 Lesson Date Understanding Subtraction of Integers Student Objectives I can justify the rule for subtraction: Subtracting a number is the same as adding its opposite. I can relate the rule for subtraction
Objective: Recognize the value of coins and count up to find their total value.
Lesson 6 2 7 Lesson 6 Objective: Recognize the value of coins and count up to find their total value. Suggested Lesson Structure Fluency Practice Concept Development Application Problem Student Debrief
2nd Grade TLI Common Core Emphasis Standards Emphasis Standards References
2.OA.1 2.OA.1(A) 2.OA.1(B) 2.OA.1(C) 2.OA.1(D) 2.OA.1(E) 2.OA.1(F) 2.OA.1(G) 2nd Grade 2012-2013 Emphasis Standards References OPERATIONS & ALGEBRAIC THINKING Represent and solve problems involving addition
Roll & Make. Represent It a Different Way. Show Your Number as a Number Bond. Show Your Number on a Number Line. Show Your Number as a Strip Diagram
Roll & Make My In Picture Form In Word Form In Expanded Form With Money Represent It a Different Way Make a Comparison Statement with a Greater than Your Make a Comparison Statement with a Less than Your
Visualizing Equations TEACHER NOTES MATH NSPIRED
Math Objectives Students will describe what it means to solve a linear equation. Students will recognize how to maintain the equality between two expressions when adding or taking away tiles Vocabulary
Homework. 2-1 Name. 1 Write the numbers going down to see the tens. 2 What number comes after 100? 3 What number comes next?
2-1 Name 1 Write the numbers going down to see the tens. 1 11 41 71 2 92 3 63 44 74 25 95 56 37 18 88 10 20 50 100 2 What number comes after 100? 69 3 What number comes next? UNIT 2 LESSON 1 Ones, Tens,
Activity Model and record the factors of 24. Materials square tiles
Name Model Factors Essential Question How can you use models to find factors? Unlock the Problem Lesson 5.1 Operations and Algebraic Thinking 4.OA.B.4 MATHEMATICAL PRACTICES MP1, MP4 A factor is a number
Triangles, Rectangles, Squares, and Circles
Triangles, Rectangles, Squares, and Circles Triangle sides Rectangle 4 sides Lesson 21 21 Square length a rectangle with 4 equal sides width Measures of a circle: Radius = 1 diameter Diameter = 2 radius
Common Addition and Subtraction Situations (pg 88 in CCSS) Shading taken from OA progression
Common Addition and Subtraction Situations (pg 88 in CCSS) Shading taken from OA progression Add to Result Unknown Change Unknown Start Unknown Two bunnies sat on the grass. Three more bunnies hopped there.
1. There are 3 yellow apples, 6 red apples, and 7 green apples in a bowl. How many apples in all?
First Grade Teacher Key Directions: Will be read aloud to full group of students exactly as written. Say: Spell the best you can give your best guess. Teacher can clarify where to write each new number
Decimals on the Number Line
Lesson 3.1 Decimals on the Number Line The number line below shows decimal values between 1.0 and 2.0. Which number does point P represent? A P B 1.0 2.0 Since the distance between 1.0 and 2.0 is divided
Step 1 Use cubes to model 4 groups of 3. Step 2 Skip count by 3s four times to find how many in all
Lesson. Reteach Multiply with and You can skip count to help you find a product. Find the product. 3 3 Step Use cubes to model groups of 3. Step Skip count by 3s four times to find how many in all. 3,
Third Grade Mathematics Scope and Sequence
Third Grade Mathematics Scope and Sequence Quarter 1 Domain Operations & Algebraic Thinking Numbers & Operation in Base Ten Standard 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as
3. Which integer is modelled by each set of tiles? a) 3 yellow tiles and 4 red tiles b) 16 red tiles and 20 yellow tiles
Extra Practice 1A Lesson 2.1: Representing Integers 1. Write the integer represented by each set of tiles. a) b) c) d) e) f) 2. Use coloured tiles. Draw two different models for each integer. a) 3 b) +5
Dear Parents,
Dear Parents, This packet of math activities was created to help your child engage with and become excited about Math over the summer months. All projects in this packet are based upon the Connecticut
2.NBT.1 20) , 200, 300, 400, 500, 600, 700, 800, NBT.2
Saxon Math 2 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
Revised Elko County School District 2 nd Grade Math Learning Targets
Elko County School District 2 nd Grade Math Learning Targets Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;
4NPO3a Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths.
Correlation: 2016 Alabama Course of Study, Mathematics standards and NAEP Objectives When teaching Alabama Course of Study content, NAEP objectives and items are useful for identifying a level of rigor
COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count
A C E. Answers Investigation 4. Applications. Dimensions of 39 Square Unit Rectangles and Partitions. Small Medium Large
Answers Applications 1. An even number minus an even number will be even. Students may use examples, tiles, the idea of groups of two, or the inverse relationship between addition and subtraction. Using
Addition and Subtraction with Rational Numbers
Addition and Subtraction with Rational Numbers Although baseball is considered America's national pastime, football attracts more television viewers in the U.S. The Super Bowl--the championship football
2 nd Grade Standards Guide
2 nd Grade Standards Guide Table of Contents Content Page Number Overview to the Math Standards Guide 2-3 Geometry 4 Measurement & Data 4-5 Number & Operations in Base Ten 5-6 Operations & Algebraic Thinking
Tables for the Kansas Mathematics Standards
Tables for the Kansas Mathematics Standards Below you will find the tables found in the Kansas Mathematics Standards. Click on the table you would like to view and you will be redirected to the correct
Grade 2: Mathematics Curriculum (2010 Common Core) Warren Hills Cluster (K 8)
Focus Topic:OA Operations and Algebraic Thinking TSW = The Student Will TSW use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from,
VISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University
VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University Visual Algebra for College Students Copyright 010 All rights reserved Laurie J. Burton Western Oregon University Many of the
Name: Class: Date: ID: A
Name: Class: Date: ID: A Algebra 2R Skillset 1.2 - Generating Algebraic Expressions from Patterns Are They Saying the Same Thing? Using Patterns to Generate Algebraic Expressions Problem Set Write an expression
4 + 3 = 7 10= Starting at the bigger number and counting on
Ladbrooke JMI School Progression in Calculations Addition Objective and Strategies Combining two parts to make a whole: partwhole model Concrete Pictorial Abstract Use cubes to add two numbers together
NUMBER AND PLACE VALUE PATTERNS AND ALGEBRA USING UNITS OF MEASUREMENT SHAPE LOCATION AND TRANSFORMATION...
STRAND: NUMBER AND ALGEBRA NUMBER AND PLACE VALUE... 007 PATTERNS AND ALGEBRA... 330 STRAND: MEASUREMENT AND GEOMETRY USING UNITS OF MEASUREMENT... 384 SHAPE... 465 LOCATION AND TRANSFORMATION... 586 STRAND:
2016 National Council of Teachers of Mathematics BLANK NUMBER LINES
2016 National Council of Teachers of Mathematics www.nctm.org/profdev BLANK NUMBER LINES Number Lines NAME 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 0
Operation Target. Round Number Sentence Target How Close? Building Fluency: creating equations and the use of parentheses.
Operations and Algebraic Thinking 5. OA.1 2 Operation Target Building Fluency: creating equations and the use of parentheses. Materials: digit cards (0-9) and a recording sheet per player Number of Players:
3Grade. Interactive Notebooks. Ideal for organizing information and applying learning. Perfect for addressing the needs of individual learners
CD-104648 Interactive Notebooks 3Grade Ideal for organizing information and applying learning Perfect for addressing the needs of individual learners Includes step-by-step instructions for each page Great
Number Models for Area
Number Models for Area Objectives To guide children as they develop the concept of area by measuring with identical squares; and to demonstrate how to calculate the area of rectangles using number models.
Saxon Math Manipulatives in Motion Primary. Correlations
Saxon Math Manipulatives in Motion Primary Correlations Saxon Math Program Page Math K 2 Math 1 8 Math 2 14 California Math K 21 California Math 1 27 California Math 2 33 1 Saxon Math Manipulatives in
The Grade 6 Common Core State Standards for Geometry specify that students should
The focus for students in geometry at this level is reasoning about area, surface area, and volume. Students also learn to work with visual tools for representing shapes, such as graphs in the coordinate
Mathematics Grade 2. grade 2 17
Mathematics Grade 2 In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard
Math Games Ideas. For School or Home Education. by Teresa Evans. Copyright 2005 Teresa Evans. All rights reserved.
Math Games Ideas For School or Home Education by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser
ShillerMath Book 1 Test Answers
LESSON 1-56 REVIEW TEST #1-1 Now we will have a test to see what you have learned. This will help me understand what I need to do to make our math work more fun. You may take as much time and use whatever
First Grade Saxon Math Curriculum Guide Key Standards Addressed in Section
Sections and Lessons First Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 1-10 Making Sets of Tens & Ones with Concrete Objects, Numerals, Comparing Numbers, Using Graphs
Summer Math Activities. Every Friday! Board Game, Card Game or App Day. Choose a game or app to play with your child!
Summer Math Activities First Grade: July 7 th, July 14 th, July 21 st, July 28 th, August 4 th, August 11 th, August 18 th, and August 25 th Every Friday! Board Game, Card Game or App Day. Choose a game
Count By Tens and Hundreds
Count By Tens and Hundreds Student Probe Sarah had 70 stickers. Then she got 30 more stickers. How many stickers does Lesson Description This lesson helps students develop an understanding of counting
bar graph, base (geometry), base (number)
The 3 5 MATH Concept Learning Bricks packet is organized alphabetically, with each concept explanation (concept, question, answer, gesture, and examples) listed first and the Concept Learning Brick visual
Vocabulary Cards and Word Walls
Vocabulary Cards and Word Walls Revised: June 29, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
Madison County Schools Suggested 2 nd Grade Math Pacing Guide,
Madison County Schools Suggested 2 nd Grade Math Pacing Guide, 2016 2017 The following Standards have changes from the 2015-16 MS College- and Career-Readiness Standards: Significant Changes (ex: change
1. Layout all 20 cards face down in 4 rows of This game is played just like Memory or
Ten-Frame Concentration You need: Ten Frame and Dot Pattern Cards (ten pairs of cards, each pair are numbers that Make 10) (download Subitizing Cards at www.mathematicallyminded.com) 1. Layout all 20 cards