## Current Unit**:**

**Unit 6: Place Value with Numbers to 100**

Numbers up to 100 with a focus on:

- Describing numbers as tens and ones
- Reading and writing both numerals and number words
- Working with ordinal numbers (1st, 2nd, 3rd…)
- Working with and adding multiples of tens
- Working with dimes and pennies (to represent tens and ones in a different way)

After this unit we will explore geometric concepts and go further into measurement by measuring capacity and weight.

***************

## Previous Units:

**Unit 5: Relationships Between Addition and Subtraction**

In math we are building our knowledge of addition and subtraction facts, as well as

different strategies to help us solve addition and subtraction problems.

**Student Goals:**

- Using number sentences to add and subtract
- Using doubles, turnaround facts, and counting on to help add
- Understanding the relationship between addition and subtraction
- Creating addition and subtraction sentences
- Working with fact families
- Solving mathematical problems.

Integrated math topics with our Unit of Inquiry:

• Measuring

• Collecting and recording data

• Interpreting data

* Marcy Cook Tiles; Math Partner Games and Daily Math Calendar activities to support these goals

## Previous Unit:

**Unit 4: Beginning Place Value with Numbers to 20 & Number Patterns**

**Student Goals:**

- Continue working with coins, 1, 5, 10 cent values - Introduction of 1, 2 and 5 dollar notes with classroom currency - direct tie in with unit of inquiry.
- Introduction of place value: ones and tens.
- Comparing Numbers - least and greatest
- Even and Odd Numbers
- Continuing patterns - repeating patterns and growing patterns
- Problem Solving- ongoing in Math Problem-of-the-Day booklets

* Marcy Cook Tiles; Math Partner Games and Daily Math Calendar activities to support these goals

## Previous Unit:

**Unit 3: Working with Time, Length and Money**

**Student Goals:**

- Read and show time to the hour and half-hour
- Trade pennies for nickels & nickels for dimes and vice versa
- Show cent amounts in various ways
- Count on from 5 and 10 to determine an amount of coins
- Solve problems involving money
- Measure length with non-standard units
- Continue problem solving with various strategies

* Marcy Cook Tiles; Math Partner Games and Daily Math Calendar activities to support these goals

*********************************************************************************************************************************

## Previous Units:

**Unit 2: Understanding Addition and Subtraction**

**Student Goals:**

♦ Model and understand addition and subtraction problems.

♦ Count on by 1,2 and 3.

♦ Use, and begin to read and write, language related to addition and subtraction.

♦ Begin to understand the relationship between addition and subtraction.

♦ Analyze, display, and organize data in tally graphs, and with other data collections methods such as bar graphs, balance graphs, and Venn diagrams.

♦ Solve problems using different strategies.

**Ways you can support this unit at home.**

♦ Play games that have two dice and have your child add up the totals.

♦ Find real life situations (or from pictures in story books) with addition or subtraction and point this out. For example, we had 6 bananas in that bunch and we ate 2 for our snack. How many bananas are left? How could we write that? 6 – 2 = 4. Or we read 5 books this week and then read 2 more over the weekend. How many books did we read? How could we write that? 5 + 2 = 7.

♦ Talk about words that relate to addition: join, altogether, in all, plus, sum, total, add, count on, add on

♦ Talk about words that relate to subtraction: take away, left, move away, fly away, blow away, hide, erase, cover up, cross out, eat, left over

**Unit 1: Number Concepts**

**Student Goals**:

- Correctly write and read numbers to 50
- Order numbers to 20
- Extend and create simple patterns
- Begin explorations with problem solving methods.

* Marcy Cook Tiles; Math Partner Games and Daily Math Calendar activities to support these goals, as well as review previously learned math concepts.

**Ways you can support the current unit at home:**

- Asking your child to make or read tallies.
- Playing card games like “war” which allow for comparing numbers.
- Practice reading time to the hour on rotary clocks.
- Thinking aloud as you solve simple addition and subtraction problems and discussing the various ways you solve problems.

**Unit 1: Number Concepts**

**Student Goals**:

- Correctly write and read numbers to 50
- Order numbers to 20
- Extend and create simple patterns
- Begin explorations with problem solving methods.

* Marcy Cook Tiles; Math Partner Games and Daily Math Calendar activities to support these goals, as well as review previously learned math concepts.

**Ways you can support the current unit at home:**

- Asking your child to make or read tallies.
- Playing card games like “war” which allow for comparing numbers.
- Practice reading time to the hour on rotary clocks.
- Thinking aloud as you solve simple addition and subtraction problems and discussing the various ways you solve problems.