Unit 1 : Numbers and Routines
This unit reacquaints children will the daily routines of Everyday Mathematics. Children also review and extend mathematical concepts that were developed in First Grade.
In Unit 1, children will :
- Count in several different intervals-forward by 2's from 300, forward by 10s from 64, backward by 10's from 116, and so on.
- Practice addition facts, such as 7 + 5 = ?
- Review whole numbers by answering questions such as, "What number is ten more than 89?"
- Identify place value
- Use a number grid to reinforce place-value skills and observe number patterns.
- Review equivalent number names , such as 10=5+5 , 10=7+3, etc.
- Play "Addition Top-It " to strengthen number skills.
- Practice telling time and using a calendar.
Unit 2: Addition and Subtraction Facts
Unit 2 focuses on reviewing and extending addition facts and linking subtraction to addition. Children will solve basic addition and subtraction facts through real-life stories.
In Unit 2, children will :
- Write and solve addition number stories
- Review +0 and +1 addition facts
- Review and practice Doubles Facts ( 4+4=8)
- Practice Turn-Around Facts ( 3+5=8 , 5+3=8)
- Learn the +9 Shortcut
- Explore and practice doubles +1 and doubles +2 facts
- Subtraction from addition
- Work with and complete Fact Families
- Name Collection Boxes
- Complete Frame-and-Arrow Routines
- "What's My Rule?" Routines
- Counting strategies for subtraction
Unit 3: Place Value, Money, and Time
Unit 3 will focus on four topics:
- numeration and place value
- data collection and analysis
The children will read, write, and compare numbers 0 through 999. We will review place value and use base-10 blocks to show correct place value and alternative ways to show numbers. The lessons allow practice in identifying how many hundreds, tens, and ones in a number and writing numbers correctly when given the amount of hundreds, tens, and ones.
Money concepts such as finding the value of coins, identifying different coin combinations for the same amount, and making change will be practiced. The lessons on money serve as a vehicle for adding and subtracting 2-digit numbers using manipulatives. (coins)
We will make an analog clock and read and record time using the hour and minute hands. Using the clock we will demonstrate time using the hour, quarter hour, half-hour, and 5 minute intervals.
Our data collection and analysis includes gathering data by counting, entering the data in a table, drawing a bar graph; and identifying the middle value (median) in a data set.
Unit 4: Addition and Subtraction
In Unit 4, children will use addition and subtraction stories to develop mental-arithmetic skills. Mental arithmetic is computation done in one's head or by drawing pictures, making tallies, or using manipulatives ( counters, money, number lines, and number grids).
In this unit, children will use parts-and-total diagrams and change diagrams to help them organize information in addition stories that either "put together" or "change to more".
Children will also develop estimation skills by solving problems that involve purchases. In the last part of the unit, we will learn paper and pencil strategies for addition and will continue to gain hands-on experience with thermometers, money, tape measures, and rulers.
Unit 6 : Whole-Number Operations and Number Stories
In Unit 6, children will take another look at the addition and subtraction diagrams that were introduced in Unit 4.
Children will also learn a procedure for subtraction called the trade-first method. The trade-first method is similar to the traditional subtraction method. However, all of the "regrouping" or "borrowing" is done before the problem is solved.
Later in the unit, children will strengthen their understanding of multiplication and division as they act out number stories using manipulatives and arrays; complete diagrams to show the relationship in multiplication problems; and then begin to record corresponding number models.
Unit 7 : Patterns and Rules
Unit 7 focuses on three themes: number patterns, computation,and the application of Mathematics through the use of data. Children will continue to use the 100-grid as a means of reinforcing numeration skills. Children will also explore the patterns of doubling and halving numbers, which will help them prepare for multiplication and division.
Computational work will be extended to several 2 digit numbers and to the subtraction of 1 and 2 digit numbers from multiples of 10.
Children will also learn to find complements of 10 and collect and interpret real-life data about animals and themselves.
Unit 8 : Fractions
In Unit 8 children will review and extend concepts of fractions. Specifically, they will recognize fractions as names for parts of a whole, or ONE.
Children will have opportunities to learn that, as with whole numbers, many different fractions can name the same quantity. For example 2/4 and 6/12 are both names for 1/2.
Children will also explore relationships among fractions as they work with pattern-block shapes and Fraction Cards that show shaded regions.
Unit 9: Measurement
In Unit 9, children will explore measurements of various types. Children will both estimate lengths of distances and actually measure lengths of distances by foot, yard, centimeter, decimeter, and meter. We will discuss how measurements are approximations. We will use terms such as; close to, between, and about when describing measurements. For more accurate measurements, children will measure to the nearest half-inch and half-centimeter.
In addition to measures of length, children will have opportunities to explore the areas of shapes using square inches and square centimeters. Learning about the size of units of capacity and weight, such as; cups, liters, pounds, and kilograms will also be examined.
Unit 10: Decimals and Place Value
In this unit, children will review money concepts, such as names of coins and bills, money exchanges, and equivalent amounts. They will pretend to pay for items and to make change.
The unit also focuses on extending work with fractions and money by using decimal notation. Children will use calculators for money problems and estimation.
Later in this unit, we will work with place-value notation for 5-digit numbers. Here, as previously, the focus remains on strategies that help children automatically think of any digit in a numeral in terms of its value as determined by its place. For example, children will learn that in a number such as 2,642, the 6 stands for 600 and the 4 stands for 40.