What's

**new**in math?

__Counting, Comparing, and Adding Numbers within 100__

In this unit students will read, write, represent and compare numbers 0-100. Students will use place value to represent and compare numbers based on the meanings of tens and ones. They will use the <, >, and = sign to compare two numbers. Students will add within 100 using and open number line, 10 frame, number grids, and bundles. They will be able to explain their thinking. They will mentally find 10 more and 10 less than a two digit number without counting.

**Common Core Focus:**

**• Read and write numbers to 100 and represent numbers in that range.**

• Compare numbers 10-99 using <,>,= symbols.

• Add a two-digit to a one-digit number within 100 and a multiple of ten using concrete models.

• Mentally find 10 more or 10 less than a two digit number without having to count and explain reasoning used.

• Compare numbers 10-99 using <,>,= symbols.

• Add a two-digit to a one-digit number within 100 and a multiple of ten using concrete models.

• Mentally find 10 more or 10 less than a two digit number without having to count and explain reasoning used.

What's

**ahead**in math?

__2-D and 3-D Shapes, Attributes and Partitioning__**In this unit students will distinguish between defining and non-defining attributes of shapes. Students will compose and decompose 2-D and 3-D shapes. Students will build and interpret graphs of categorical data and ask and answer questions about the data.**

__Solving Addition and Subtraction Problem Types within 20__**In this unit students will solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing numbers. Students will determine if equations involving addition and subtraction are true or false. Students will add three numbers. Students will add and subtract within 20, demonstrating fluency within 10.**

Addition and Subtraction within 10

The children have been working hard learning strategies to help them solve addition and subtraction problems within 10. By the end of first grade, children should be able solve all problems within 10 in three seconds a problem. In order to help the children learn how to do this, the problems are broken down in strategies. You may have heard your child use the words: "ten friend" , "double", or "counting on". Below is a description of each strategy the children are learning:

Count on 1, 2, 3:

When adding two numbers, put the larger number in your head and count on 1, 2, or 3. You may have to change the order of the addends to do this. 6+3=(6... 7, 8, 9), 2+7=(7...8,9)

Count Back 1, 2, 3:

Put the whole in your head and count back. 9-2= (9...8,7)

Count On "Think Addition" :

When subtracting and the numbers are close start with the small number and count on to the large number to get the difference.. 9-7= (7...8,9 your answer is 2)

Doubles:

Adding a number to itself. 2+2=, 4+4=, also knowing if 4+4=8, then 8-4=4.

Near Doubles or Doubles +1:

When adding two numbers that are one apart (or number neighbors) double the small number and add one to the answer. 4+3=, double the 3 and add 1 to the answer. 3+3=6, so 4+3=7.

Ten Friends:

Two numbers when added together equal 10. 4+6=10, 8+2=10

Also knowing when 10 is the whole and you take away a part, the missing part is the ten friend. 10-7=3.

Below are addition and subtraction strategy flashcards. Some strategies will be introduced as we move on in the year. Feel free to copy at your convenience!

addition_strategies.pdf

addition_strategies.pdf

subtraction_strategies.pdf

subtraction_strategies.pdf

What is

Children work with a partner to play a math game.

Children work independently to build with manipulatives, or play a math game involving manipulatives.

Children read math books or work on math facts independently.

Children play math games independently.

Children work with a parent or teacher on a particular task or they work

independently on a task.

**B.U.I.L.D.**?**B.U.I.L.D**. is our structured center math time which we have daily.**B = Buddy Games**Children work with a partner to play a math game.

**U = Using Manipulatives**Children work independently to build with manipulatives, or play a math game involving manipulatives.

**I = Independent Work**Children read math books or work on math facts independently.

**L = Learning About Numbers**Children play math games independently.

**D = Doing Math**Children work with a parent or teacher on a particular task or they work

independently on a task.