Math
Chapter 11:
Essential Question:  What are some two-dimensional shapes and three-dimensional shapes, and how can you show equal parts of shapes?

In this chapter, students will recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.  They will identify triangles, quadrilaterals, pentagons, hexagons, and cubes.  Students will partition a rectangle into rows and columns of same-size squares and count to find the total number of them.  They will also partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.  Finally, students will recognize that equal shares of identical wholes need not have the same shape.



Chapter 10:
Essential Question:  How do tally charts, picture graphs, and bar graphs help you solve problems?

In this chapter, students will draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.  They will solve simple put-together, take-apart, and compare problems using information presented in a bar graph.


Chapter 9:
Essential Question:  What are some of the methods and tools that can be used to estimate and measure length in metric units?

‚ÄčIn this chapter, students will measure and estimate lengths in metric units, using tools such as a centimeter ruler and meter stick.  They will add and subtract within 100 to solve word problems involving lengths that are given in the same units.  Students will also generate measurement data by measuring lengths of several objects to the nearest whole unit.  

Chapter 8:
Essential Question: What are some of the methods and tools that can be used to estimate and measure length?

‚ÄčIn this chapter, students will measure and estimate lengths in standard units, using tools such as rulers, yardsticks, and measuring tapes.  They will add and subtract within 100 to solve word problems involving lengths that are given in the same units.  Students will also generate measurement data by measuring lengths of several objects to the nearest whole unit.  They will show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.


Chapter 7:
Essential Question: 
How do you use the value of coins and bills to find the total value of a group of money, and how do you read times shown on analog and digital clocks?

In this chapter, students will solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using symbols appropriately.
They will also tell and write time from analog and digital clocks to the nearest five minutes using am and pm.


Chapter 6:   
                                 
Essential Question:  What are some strategies for adding and subtracting 3-digit numbers?

In this chapter students will add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.  They will relate the strategy to a written method.  Students will understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.


Chapter 5:
Essential Question:  How do you use place value to subtract 2-digit numbers with and without regrouping?

In this chapter students will fluently add and subtract within 100 using
strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.  They will explain why addition and subtraction strategies work, using place value and the properties of operations.  Students will also use addition and subtraction within 100 to solve one-and two-step problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknown in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.

Chapter 4:

Essential Question:  How do you use place value to add 2-digit numbers, and what are some different ways to add 2-digit numbers?

In this chapter, students will add up to four two-digit numbers using strategies based on place value and properties of operations.  they will explain why addition and subtraction strategies work, using place value and the properties of operations.  Students will fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.  Finally, students will use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknown in all positions.  For example:  students will use drawings and equations with a symbol for the unknown number to represent the problem.