• On this tab you will find what we are working on during our Math class.  You will also find extra voluntary practice sheets, Math facts, and Math fluency you can use to keep track of what you are learning.

  • Topic: 

    Place Value Strategies 

    State Standard: 

    MAFS.1.NBT.3.4 

    Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 

    Learning Goal: 

    I can solve word problems requiring me to add a two-digit and a one-digit number with regrouping within 100. 

    Essential Question: 

    How can you solve word problems requiring me to add a two-digit and a one-digit number with regrouping within 100? 

    Check for Understanding: 

    Count on a hundred chart to find a sum. 

    Key Vocabulary: 

    Place value, ones, tens, digit, model, tens frame,<,>,=, 10 more, 10 less, compare, symbol, 

    Comments (-1)
  • Here is what we are covering in math class this week.

    math nov 27th

    Comments (-1)
  • Here is what we are covering on Monday and Tuesday.

    Topic: 

    Place Value Strategies 

    State Standard: 

    MAFS.1.NBT.2.3 

    Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 

    MAFS.1.NBT.3.5 

    Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 

    MAFS.1.NBT.3.6 

    Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 

     

    Learning Goal: 

    I can use symbols to show how numbers compare. 

    Essential Question: 

    How can you use symbols to show how numbers compare? 

    Check for Understanding: 

    Choose between <,>, or = to compare numbers. 

    Key Vocabulary: 

    Place value, ones, tens, digit, model, tens frame,<,>,=, 10 more, 10 less, compare, symbol 

     

    Comments (-1)
  • Here is what we are learning this week in Math:

    Topic: 

    Place Value 

    State Standard: 

    MAFS.1.NBT.2.2 

    Understand that the two digits of a two-digit number represent amounts of tens and ones. 

    a. 10 can be thought of as a bundle of ten ones — called a “ten.” 

    c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 

    Learning Goal: 

    I can decompose tens and ones of two digit numbers in multiple ways. 

    Essential Question: 

    How can we decompose tens and ones of two digit numbers in multiple ways? 

    Check for Understanding: 

    Identify tens and ones. 

    Key Vocabulary: 

    Place value, ones, tens, digit, model, tens frame 

    Comments (-1)
  • MATH - Unit 2 Essential Question: MAFS.1.OA.3.5

    Relate counting to addition and subtraction? Students will be able to use counting strategies to add and subtract up to 20.

    Comments (-1)
  • Essential Question: MAFS.1.OA.3.5 Relate counting to addition and subtraction? Students will be able to use counting strategies to add and subtract up to 20.

    www.mhschool.com/math - Fact Dash

    www.mathfactcafe.com 

    www-K6.thinkcentral.com

    Topic: 

    Relate Addition and Subtraction to Counting 

    State Standard: 

    MAFS.1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 

     

     MAFS.1.OA.4.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 

    Learning Goal: 

    I can determine if equations are correct with addition or subtraction on both sides of an equal sign. 

    Essential Question: 

    How can we determine if equations are correct with addition or subtraction on both sides of an equal sign? 

    Check for Understanding: 

    Determine if equations are equal. 

    Key Vocabulary: 

    equation, equal, relate, strategies, count on, sum, difference, addends 

     

    Comments (-1)
  • Here is what we are working on in Math during the week of October 17th 2017.  

    Date:

    10/17/17

    Topic:

    Relate Addition and Subtraction to Counting

    State Standard:

    MAFS.1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

     

    MAFS.1.OA.4.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

    Learning Goal:

    I can determine if equations are correct with addition or subtraction on both sides of an equal sign.

    Essential Question:

    How can we determine if equations are correct with addition or subtraction on both sides of an equal sign?

    Check for Understanding:

    Determine if equations are equal.

    Key Vocabulary:

    equation, equal, relate, strategies, count on, sum, difference, addends

     

    Comments (-1)
  • Topic:

    Relate Addition and Subtraction to Counting

    State Standard:

    MAFS.1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

     

    MAFS.1.OA.4.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

    Learning Goal:

    I can create an addition equation using the symbols + and =.

    Essential Question:

    How can we create an addition equation using the symbols + and =?

    Comments (-1)