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Unit 1: Numbers 1 - 10
As students begin their formal math education, they will learn to represent and use numbers in different contexts. They will begin to count, read, and write numbers 1 to 10 to develop the association between the physical representation of the number, the number symbol and the number-word. As they learn to represent and use numbers in different contexts, they will encounter number relationships. Students will compare and contrast numbers, and develop an understanding of the sequential order of the counting numbers and their relative magnitudes.
Our young mathematicians will form an important foundation for learning concepts of addition and subtraction as they begin working with number bonds. Number bonds help students to identify the parts and whole of a set. This part-whole concept forms the basis for addition and subtraction strategies and will also help children understand formal number relationships, such as the commutative property of addition (numbers can be added in any order and the sum will be the same). That’s right, our first graders will be laying the foundation for algebra!
- Adapted from Math in Focus
Our young mathematicians will form an important foundation for learning concepts of addition and subtraction as they begin working with number bonds. Number bonds help students to identify the parts and whole of a set. This part-whole concept forms the basis for addition and subtraction strategies and will also help children understand formal number relationships, such as the commutative property of addition (numbers can be added in any order and the sum will be the same). That’s right, our first graders will be laying the foundation for algebra!
- Adapted from Math in Focus
Unit 2: Geometry
Children have learned in Kindergarten to identify, name, and describe a variety of plane shapes such as circles, squares, triangles, and rectangles as well as recognize solid shapes such as spheres, cubes, and pyramids. In this unit, mathematicians will extend that knowledge to compare shapes, and determine how they are alike and different, by describing their geometric attributes and properties. In learning about solid shapes, with the addition of rectangular prisms, cones, and cylinders, children are taught to recognize them from different perspectives and orientations.
Children will get to compose and decompose plane and solid shapes, and make patterns with plane and solid shapes. As they combine figures, they will develop a better understanding of part-whole relationships as well as the properties of the original and composite shapes. This will also build a background for learning about measurement and properties of geometry such as congruence and symmetry at higher grades.
The mathematical concepts in geometry can be related to objects in the real world, so children are encouraged to use basic shapes and spatial reasoning to model objects in their environment. As part of a Researcher’s Workshop connection, students will design a community park using geometric plane and solid shapes. They will work collaboratively on a team to create a blueprint of their park and a 3-dimentional model.
Children will get to compose and decompose plane and solid shapes, and make patterns with plane and solid shapes. As they combine figures, they will develop a better understanding of part-whole relationships as well as the properties of the original and composite shapes. This will also build a background for learning about measurement and properties of geometry such as congruence and symmetry at higher grades.
The mathematical concepts in geometry can be related to objects in the real world, so children are encouraged to use basic shapes and spatial reasoning to model objects in their environment. As part of a Researcher’s Workshop connection, students will design a community park using geometric plane and solid shapes. They will work collaboratively on a team to create a blueprint of their park and a 3-dimentional model.
Unit 3:
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10: Adding & Subtraction Numbers to 40
Mathematicians learned the basic addition and subtraction facts of numbers to 20 through a variety of strategies such as part-part-whole, counting on, related facts, doubles, and properties. They learned about place value of numbers to 40. With this foundation of addition and subtraction and the knowledge of numbers to 40, children progress in this unit to the standard vertical form for addition and subtraction of numbers to 40.
Students are taught vertical form based on place value that can be used to add or subtract numbers without regrouping. The frequent use of place-value charts in this unit leads children away from a dependence on concrete representations. Students are also taught that addition can be used to check subtraction.
Lastly, the learning of addition and subtraction without regrouping is applied to real-world problems. Students may still use manipulatives for assistance, however they should gradually be able to work out the problems without the use of manipulatives.
Students are taught vertical form based on place value that can be used to add or subtract numbers without regrouping. The frequent use of place-value charts in this unit leads children away from a dependence on concrete representations. Students are also taught that addition can be used to check subtraction.
Lastly, the learning of addition and subtraction without regrouping is applied to real-world problems. Students may still use manipulatives for assistance, however they should gradually be able to work out the problems without the use of manipulatives.
Unit 11: Money and Addition & Subtraction to 100
In this unit, mathematicians learn the names and values of the penny, nickel, dime, and quarter. They are taught to count the value of different coins by applying the strategies of counting on and skip-counting from the coin of the greatest value by first arranging the coins in order. Children learn that the same amount of money can be represented in different combinations of coins.
In conjunction with the concept of counting money, children go on to using addition and subtraction in real-world situations that involve money. They are taught to interpret, the question, and in turn, form addition and subtraction sentences accordingly, before applying the strategies of mental calculation or place value to derive the answer.
With the ability to recognize coins and count money in real-world problems, children are able to make simple purchases and find the amount of change in everyday experiences.
In conjunction with the concept of counting money, children go on to using addition and subtraction in real-world situations that involve money. They are taught to interpret, the question, and in turn, form addition and subtraction sentences accordingly, before applying the strategies of mental calculation or place value to derive the answer.
With the ability to recognize coins and count money in real-world problems, children are able to make simple purchases and find the amount of change in everyday experiences.