Wayne RESA

EDM4 Math 2 (Everyday Math)
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Wayne Resa - Math / Grade 2 / Mathematics / EDM4 Math 2 (Everyday Math)
5 Curriculum Developers
Course Description:
Unit
Unit Abstract
Practice Standards
Concepts from Previous Units
Connections to Upcoming Units
Key Terms / Vocabulary
Lesson Plan Sequence
Language Support
X1 - Establishing Routines
(Week 1, 4 Weeks)

In this unit, children work in an active, collaborative environment to learn about mathematics content and mathematical practices. The following big ideas will be covered in this unit:

  • The value of a digit depends on its place in a number.

  • Numbers can be represented in many ways, such as with base ten blocks, words, pictures, number lines and expanded form.

  • Place value determines which numbers are larger or smaller than other numbers.

  • There are patterns to the way that numbers are formed.

  • The groupings of ones and tens can be taken apart in different but equivalent ways. For example 56 can be decomposed into 5 tens and 6 ones or 4 tens and 16 ones.

  • Skip counting and addition strategies can be used to count money.


 

Students will have opportunities to:

  • Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects. (MP. 2)

  • Make sense of the representation they and others use. (MP. 2)

  • Make connections between representations. (MP. 2)

  • Choose appropriate tools. (MP. 5)

  • Use tools effectively and make sense of the results. (MP. 5)


The following concepts are prerequisites for this unit which were learned in first grade:

  • Quantities up to 120 may be compared, counted, and represented in multiple ways, including grouping, pictures, words, number line locations, and symbols.

  • Collections can be separated into equal groups of ten objects and can be counted by tens.

  • Numbers larger than 10 can be represented in terms of tens and ones.

  • The order of numbers may be represented with a list, a number line, and a hundreds chart.

  • Two numbers may be compared by examining the amount of tens and ones in each number using words, models, and symbols greater than (>), less than (<), and equal to (=).

  • Place value understanding can be used to mentally add or subtract 10 from a given number.


  • Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved.

  • Flexible methods of computation for addition and subtraction involve decomposing and composing numbers in a variety of ways.

  • The commutative and associative properties for addition of whole numbers allow computations to be performed flexibly.

  • Even number can be written as the sum of two equal addends.


number line, pattern, number grid, equivalent names, combinations of 10, even number, odd number, multiple of ten, cube, long, flat, base ten blocks, skip-count, unknown, quarters, pennies, dimes, nickels, greater than, less than

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.


The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.


X2 - Fact Strategies
(Week 5, 4 Weeks)

In this unit, fact strategies are reviewed and extended. The following big ideas will be covered in this unit:

 

- Addition can be used to solve word problems involving situations such as “adding to” and “putting together”.

- Unknown facts can be figured out by using known facts, such as doubles and combinations of tens.

- When you add two numbers in any order, you’ll get the same answer.

- Numbers can be represented in many ways, such as with pictures, number lines and expanded form.

- Even number can be written as the sum of two equal addends.

- The two digits of a 2-digit number represent amounts of tens and ones.


Students will have opportunities to:

  • Look for mathematical structures such as categories, patterns, and properties (MP. 7)

  • Use structures to solve problems and answer questions (MP. 7)

  • Create and justify rules, shortcuts, and generalizations (MP. 8)


- A number is made up of two or more parts.

- A number can be decomposed into its parts.

- Addition can be thought of as placing two or more quantities together.

- Subtraction can be thought of as taking an amount away from a given quantity, comparing two quantities, or find a missing part given the whole and the other part.

- Addition names the whole in terms of the parts.

- There are patterns to the way that numbers are formed.


- Addition can be used to solve word problems involving situations such as “comparison”.

- Subtraction can be used to solve word problems involving situations such as “taking from”, “taking apart”, and “comparison”.

- Subtraction is a missing-addend problem.

- When you add three numbers, you can pick any two numbers to add first and then add the third number. You will get the same answer.

- The three digits of a 3-digit number represent amounts of hundreds, tens and ones.


addend, addition number story, combinations of 10, divide, doubles fact, equal addends, equivalent, helper fact, label, making 10, near-doubles strategy, number model, number sentence, number story, sum; total, trade, turn-around rule, commutative property, unit box, tens, patterns, even, odd

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.


The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.


X3 - More Fact Strategies
(Week 9, 4 Weeks)

In this unit, more fact strategies are developed, with a focus on strategies for solving subtraction facts. The following big ideas will be covered in this unit:

 

- Addition can be used to solve word problems involving situations such as “comparison”.

- Subtraction can be used to solve word problems involving situations such as “taking from”, “taking apart”, and “comparison”.

- Subtraction is a missing-addend problem.

- Unknown subtraction facts can be figured out by using known facts, such as doubles and near doubles addition facts.

- Subtraction strategy can be notated on a number line.

- Properties of addition and subtraction can be used to explain patterns in subtraction facts.


 

Students will have opportunities to:

  • Make mathematical conjectures and arguments (MP.3)
  • Make sense of others’ mathematical thinking (MP.3)
  • Explain their mathematical thinking clearly and precisely (MP.6)
  • Use an appropriate level of precision for their problem (MP.6)
  • Use clear labels, units, and mathematical language (MP.6)
  • Think about accuracy and efficiency when they count, measure, and calculate (MP.6)

- Addition can be used to solve word problems involving situations such as “adding to” and “putting together”.

- Unknown addition facts can be figured out by using known facts, such as doubles and combinations of tens.

- When you add two numbers in any order, you’ll get the same answer.

- Whole numbers can be represented as lengths on a number line diagram with equally spaced points.

- Addition strategy can be notated on a number line.


- When you add three numbers, you can pick any two numbers to add first and then add the third number. You will get the same answer.

- Addition and subtraction can be used to solve two-step word problems involving various situations.

- Known facts can be used to solve multi-digit addition and subtraction problems.


addition facts, counting back; counting up, diagonal, difference, equivalent names, fact family; related facts, friendly number, going back through 10, going up through 10, input; output, making 10, missing addend, near doubles, subtraction facts, subtraction number story, think-addition strategy, unknown, patterns, known fact, doubles, more than, less than

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.


The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.


X4 - Place Value & Measurement
(Week 13, 4 Weeks)

In this unit, children extend their understanding of place value, which provides a foundation for the development of strategies for fluently adding and subtracting multi-digit numbers later in second grade. They also explore standard tools and units for measuring length and time. The following big ideas will be covered in this unit:

 

- An analog clock is used to tell time to the nearest five minutes.

- The three digits of a 3-digit number represent amounts of hundreds, tens and ones.

- Place value determines which numbers are larger or smaller than other numbers. (three digit numbers)

- The groupings of ones, tens and hundreds can be taken apart in different but equivalent ways. For example 356 can be decomposed into 3 hundreds 5 tens and 6 ones or 2 hundreds 15 tens and 6 ones.

- The smaller the unit, the more units it will take to measure the length of an object.

- Numbers on a ruler indicate the spaces (distance) between the marks.

- To measure something:

  1. You have to decide on the attribute to be measured. (For ex. length)
  2. Select a unit that has that attribute. (For ex. inches)
  3. Compare the units by matching with the attribute of the object

- Inches, feet and centimeters are standard units of measurement.


Students will have opportunities to:

  • Make sense of their problem (MP.1)
  • Reflect on their thinking as they solve their problem (MP.1)
  • Keep trying when the problem is hard (MP.1)
  • Check whether their answer makes sense (MP.1)
  • Solve problems in more than one way (MP.1)
  • Compare their strategies with others (MP.1)
  • Explain their mathematical thinking clearly and precisely (MP.6)
  • Use an appropriate level of precision for their problem (MP.6)
  • Use clear labels, units, and mathematical language (MP.6)
  • Think about accuracy and efficiency when they count, measure, and calculate (MP.6)

Previous Grades:

- The length of time can be measured using standard units such as, seconds, minutes, hours, and days.

- An analog clock is used to tell time to the nearest half hour and hour.

Previous Units:

- Numbers can be represented in many ways, such as with pictures, number lines and expanded form.

- The two digits of a 2-digit number represent amounts of tens and ones.

- Place value determines which numbers are larger or smaller than other numbers. (two digit numbers)

- The groupings of ones and tens can be taken apart in different but equivalent ways. For example 56 can be decomposed into 5 tens and 6 ones or 4 tens and 16 ones.


- Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved. (three digit numbers)

- Flexible methods of computation for addition and subtraction involve decomposing and composing numbers in a variety of ways. (three digit numbers)

- Yards and meters are standard units of measurement.

- Line plots are useful tools for collecting data because they show the number of things along a scale


24-Hour timeline, A.M; P.M., analog clock, base-10-blocks, centimeter (cm), cube, flat, long, digital clock, digit, estimate, expanded form, foot (ft.), hour, hour hand, inch (in), is greater than, is less than, metric system, minute, minute hand, represent, ruler, standard unit, U.S. customary system.

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations

 

 


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.


The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.


X5 - Addition & Subtraction
(Week 17, 4 Weeks)

In this unit, children review addition and subtraction problems in the context of money and number stories. They learn strategies for mentally adding and subtracting 10 and 100.The following big ideas will be covered in this unit:

- Addition and subtraction strategies can be used to find change in word problems involving money. (up to $1)

- Variety of coin combinations can be used to make a certain amount.

- Mental math can be used to add 10 or 100 to a given number using patterns in place value.

- Mental math can be used to subtract 10 or 100 to a given number using patterns in place value.

- An open number line is used to explain the jumps made mentally in addition and subtraction problems.

- Addition can be used to solve word problems involving situations such as “adding to” and “putting together”. (2 digit)


Students will have opportunities to:

  • Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects (MP.2)
  • Make sense of the representations they and others use (MP.2)
  • Make connections between representations (MP.2)
  • Model real-world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations (MP.4)
  • Use mathematical models to solve problems and answer questions (MP.4)

- Skip counting and addition strategies can be used to count money.

- Addition can be used to solve word problems involving situations such as “adding to” and “putting together”.

- Numbers can be represented in many ways, such as with pictures, number lines and expanded form.

- The two digits of a 2-digit number represent amounts of tens and ones.

- Place value determines which numbers are larger or smaller than other numbers. (two digit numbers)

- The groupings of ones and tens can be taken apart in different but equivalent ways. For example 56 can be decomposed into 5 tens and 6 ones or 4 tens and 16 ones.


- Addition and subtraction can be used to solve 2 step word problems involving situations such as “adding to”, “putting together”, “taking from”, “taking apart” and “comparison”.

- Skip counting can be used to solve equal group problems.


Addition fact, array, degree Fahrenheit, equivalencies, fact power, mental addition, mental subtraction, open number line, thermometer, total

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations

 

 


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.


X6 - Whole Number Operations & Number Stories
(Week 21, 4 Weeks)

In this unit, children collect and display data on two different types of graphs. They are introduced to comparison number stories and two-step number stories. Later in the unit, they share and record their own invented strategies for addition and learn the Partial Sums strategy.The following big ideas will be covered in this unit:

- Picture graphs and bar graphs are used to display data.

- Graphs are used to compare data.- Addition can be used to solve word problems involving situations such as “adding to” and “putting together”. (3 digit)

- Addition and subtraction can be used to solve 2 step word problems involving situations such as “adding to”, “putting together”, “taking from”, “taking apart” and “comparison”.

- Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved. (three digit numbers)

- Flexible methods of computation for addition involve decomposing and composing numbers in a variety of ways. (three digit numbers)


Students will have opportunities to:

  • Make sense of their problems (MP.1)
  • Reflect on their thinking as they solve the problem. (MP.1)
  • Keep trying when their problem is hard.(MP.1)
  • Check whether their answer makes sense. (MP.1)
  • Solve problems in more than one way. (MP.1)
  • Compare the strategies they and others use.(MP.1)
  • Choose appropriate tools. (MP.5)
  • Use tools effectively and make sense of their results. (MP.5)

- The two digits of a 2-digit number represent amounts of tens and ones.

- Place value determines which numbers are larger or smaller than other numbers. (two digit numbers)

- Mental math can be used to add 10 or 100 to a given number using patterns in place value.

- Mental math can be used to subtract 10 or 100 to a given number using patterns in place value.

- An open number line is used to explain the jumps made mentally in addition and subtraction problems.

- Addition can be used to solve word problems involving situations such as “adding to” and “putting together”. (2 digit)


- Line plots are useful tools for collecting data because they show the number of things along a scale.

- Flexible methods of computation for subtraction involve decomposing and composing numbers in a variety of ways. (three digit numbers)

- Skip counting can be used to solve equal group problems.


Ballpark estimate, bar graph, data, difference, graph key, partial sums, partial-sums addition, picture graph, quantity, rectangular array

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the da


The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.


X7- Whole Number Operations & Measurement/Data
(Week 25, 4 Weeks)

In this unit, children further explore addition and subtraction strategies and use them to add three or more numbers. They use units of yards and meters to measure distances. They collect data and display it in a frequency table and a line plot. The following big ideas will be covered in this unit:

- Mental math can be used to add or subtract multiples of 10 to a given number using patterns in place value. (making jumps)

- When adding 3 or more two-digit numbers, the grouping of addends can be changed without changing the sum.

- Yards and meters are standard units of measurement.

- Line plots are useful tools for collecting data because they show the number of things along a scale. (whole numbers)


Students will have opportunities to:

  • Make mathematical conjectures and arguments. (MP.3)
  • Make sense of others’ mathematical thinking.(MP.3)
  • Model real-world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations. (MP.4)
  • Use mathematical models to solve problems and answer questions. (MP.4)

- Mental math can be used to add or subtract 10 or 100 to a given number using patterns in place value.

- An open number line is used to explain the jumps made mentally in addition and subtraction problems.

- Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved. (2-3 digit numbers)

- Flexible methods of computation for addition involve decomposing and composing numbers in a variety of ways. (2-3 digit numbers)

- Numbers on a ruler indicate the spaces (distance) between the marks.

- To measure something:

- You have to decide on the attribute to be measured. (For ex. length)

- Select a unit that has that attribute. (For ex. inches)

- Compare the units by matching with the attribute of the object

- Inches, feet and centimeters are standard units of measurement.


- Flexible methods of computation for subtraction involve decomposing and composing numbers in a variety of ways. (three digit numbers)

- Skip counting can be used to solve equal group problems.

 

Upcoming in 3rd Grade:

- Line plots are useful tools for collecting data because they show the number of things along a scale. (fractions)


Addend, frequency table, line plot, meter (m, yd.), multiple of 10, partial-sums addition, personal reference, standard unit, tens, ones, place value, decade numbers, pattern, unknown, sum, length, measure, graph

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.


The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.


X8 - Geometry & Arrays
(Week 29, 4 Weeks)

In this unit, children explore 2- and 3-dimensional shapes and their attributes. They partition rectangles into rows and columns of same-size squares. At the end of the unit, they explore strategies for determining the total number of objects in equal groups and rectangular arrays. The following big ideas will be covered in this unit:

-3-D shapes can be described, classified, and analyzed by their faces, edges, and vertices.
-2-D shapes can be identified by the number of its sides, vertices, and angles.
-The faces of solid figures are plane figures.
-A rectangle can be tiled with squares lined up in rows and columns.
-Multiplication is related to addition and involves counting groups of like size and determining how many there are in all.
-Understand multiplication as repeated addition.
-Repeatedly adding the same quantity, using a grouping picture or forming a rectangular array are strategies for representing repeated addition equations.
-Arrays are a way of representing both repeated addition and skip counting.


Students will have opportunities to:

  • Make sense of their problem. (MP 1.1)
  • Reflect on their thinking as they solve their problem. (MP 1.2)
  • Keep trying when their problem is hard. (MP 1.3)
  • Check whether their answer makes sense. (MP 1.4)
  • Solve problems in more than one way. (MP 1.5)
  • Compare the strategies they and others use. (MP 1.6)

Previous Grades:

-Shapes help us describe, represent, and make sense of our world.

-The defining attributes of shapes are always present features that classify a particular object.

- The non-defining attributes are features that may be present, but do not identify what the shape is called.

-Some shapes are flat (2-D) while other shapes are solid (3-D).

-Smaller shapes can be used to compose larger shapes and larger shapes can be decomposed into smaller shapes.

-Composite shapes are made using two or more shapes.


-Fractional parts are equal shares or parts of a whole or unit.

-Fractional parts have special names that tell how many parts of that size are needed to make the whole (i.e. thirds require three parts to make a whole)

-Equal shares of identical wholes may not have the same shape.


Angle, apex, array, attribute, column, row, cube, equal groups, face, parallel ; parallel sides, partition, polygon, quadrilateral, right-angle, side, vertex, two-dimensional shapes, three-dimensional shapes, equal rows, addend, arrange, decompose

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.


The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.


X9 - Equal Shares & Whole Number Operations
(Week 33, 4 Weeks)

In this unit, children partition shapes into equal shares and apply these ideas to further explore length measurement. The following big ideas will be covered in this unit:

-Shapes can be partitioned into equal shares

-Fractional parts are equal shares or parts of a whole or unit.

-Fractional parts have special names that tell how many parts of that size are needed to make the whole (i.e. thirds require three parts to make a whole)

-Equal shares of identical wholes may not have the same shape.

-Items can be measured to the nearest half-inch


Students will have opportunities to:

  • Make sense of their problem. (MP.1)
  • Reflect on their thinking as they solve the problem. (MP.1)
  • Keep trying when their problem is hard. (MP.1)
  • Check whether their answer makes sense. (MP.1)
  • Solve problems in more than one way. (MP.1)
  • Compare their strategies with others. (MP.1)
  • Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects. (MP.2)
  • Make sense of the representations others use. (MP.2)
  • Make connections between representations. (MP.2)

- The three digits of a 3-digit number represent amounts of hundreds, tens and ones.

- Place value determines which numbers are larger or smaller than other numbers. (three digit numbers)

- The groupings of ones, tens and hundreds can be taken apart in different but equivalent ways. For example 356 can be decomposed into 3 hundreds 5 tens and 6 ones or 2 hundreds 15 tens and 6 ones.

-Multiplication is related to addition and involves counting groups of like size and determining how many there are in all.

-Understand multiplication as repeated addition.

-Repeatedly adding the same quantity, using a grouping picture or forming a rectangular array are strategies for representing repeated addition equations.

-Arrays are a way of representing both repeated addition and skip counting.


Grade 3:

-Develop and understanding of fractions as numbers

-Multiplication fact fluency

-Using multiplication and division within 100 to solve word problems

-Measuring to the nearest half and quarter inch



estimate, equal share, expand-and-trade subtraction, four-fourths, fourth-inch, half-inch, multiple, one-fourth, one-half, one-quarter, one-third, precise, quarter-inch, reasonable, thousand cube, three-thirds, two-halves

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations


The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.

The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.