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3rd Grade – Math – Singapore Ch 1 – 3d, Ch 2 – 1d, Ch 3 – 3d, Review – 1-2d

Learner Goals: Singapore Page CitationsUse place-value models to represent numbers to 10,000. TB-A: Unit 1, 8-14

AB-A: 7-13Read, write in words, standard, and expanded notation, identify place values of digits, and compare and order numbers within 10,000.Count on and back in steps of 1, 10, 100, and 1000 and complete or extend regular number patterns within 10,000.

TB-A: Unit 1, 15-17AB-A: 14-16

Round numbers within 100,000 to the nearest 10 or 100. TB-A: Unit 1, 18-24AB-A: 17-22Round numbers within 10,000 to the nearest 10, 100, or 1000.

Number and Operations in Base Ten 3.NBT.1Use place value understanding and properties of operations to perform multi-digit arithmetic.

Use place value understanding to round whole numbers to the nearest 10 or 100.

Vocabularyamount compose count by 2s, 5s, 10s, 100s decomposedigit expanded form hundreds 1-digit numberplace value represent rounding skip-countsymbol 3-digit number 2-digit number valuewhole number base-ten numeral comparisonexpanded notation front-end digit multidigit numberthousands place standard form >, greater than<, smaller than pattern “rule” round ___ to the nearest tenround ___ up to the next ten round ___ to the nearest hundredround ___ up to the next hundred round ___ to the nearest thousandround ___ up to the next thousand

Grade 4 Learner Goals: Use place-value models to represent numbers to 100,000. Read, write in words, standard, and expanded notation, identify place

values of digits, and compare and order numbers within 100,000. Complete or extend regular number patterns for numbers within

100,000.

Materials Place value chart Base-10 blocks Number discs Opaque bag Number cards with digits 0-9 Regular die or numbered cube Cards with 3-digit or 4-digit numbers Appendix pages:

o 1.2ao 1.3a 1.3b 1.3co 1.r

NUMBERS TO 10,000

Suggested Literature

Grade 2 Learner Goals: Use place-value models to represent numbers to 1000. Read, write in words, standard, and expanded notation, identify

place values of digits, and compare and order numbers within 1000.

Describe and extend regular number patterns within 1000.

Teacher Notes

3rd Grade – Math Singapore

Grade 4 Learner Goals: Use place-value models to represent numbers to 100,000. Read, write in words, standard, and expanded notation, identify place

values of digits, and compare and order numbers within 100,000. Complete or extend regular number patterns for numbers within

100,000.

Grade 2 Learner Goals: Use place-value models to represent numbers to 1000. Read, write in words, standard, and expanded notation, identify

place values of digits, and compare and order numbers within 1000.

Describe and extend regular number patterns within 1000.

WHOLE NUMBERS

Learner Goals: Singapore Page CitationsUse place-value models to represent numbers to 10,000. TB-A: Unit 1, 8-14

AB-A: 7-13Read, write in words, standard, and expanded notation, identify place values of digits, and compare and order numbers within 10,000.Count on and back in steps of 1, 10, 100, and 1000 and complete or extend regular number patterns within 10,000.

TB-A: Unit 1, 15-17AB-A: 14-16

Round numbers within 100,000 to the nearest 10 or 100. TB-A: Unit 1, 18-24AB-A: 17-22Round numbers within 10,000 to the nearest 10, 100, or 1000.

3rd Grade – Math - Singapore

Learner Goals: Singapore Page CitationsAdd/Subtract numbers within 10,000. TB-A: Unit 2, 50-59

ADDITION AND SUBTRACTION

AB-A: 48-58Use estimation to verify the reasonableness of calculated results in addition and subtraction, check subtraction problems using addition.

TB-A: Unit 2, 41-44AB-A: 40-41

Solve 2-step word problems which involve the four operations on whole numbers.

TB-A: Unit 2, 62-63AB-A: 59-61

Solve problems involving numeric equations or inequalities. TB-A: Unit 2, 34-40AB-A: 32-39

Select appropriate operational symbol to make an expression true. TB-A: Unit 2, 39-40AB-A: 38-39

Use boxes and other symbols to stand for unknown numbers in expressions and equations.

Throughout Unit 2

Represent unknown quantities with bar diagrams and solve word problems involving whole numbers using bar diagrams.

TB-A: Unit 2, 45-48AB-A: 45-47


Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Vocabularyaddend compose decompose difference digitfalse greater than (>) hundreds less than (<) minuendmodel number sentence 1-step problem place value put togetherrelationship represent strategy sum symboltake away take from true unknown word problemalgorithm computation strategy equation fixed orderfront-end estimation irrelevant information negativemathematical problem multiple of ten numerical valueoperation positive 2-step problem unit reasonable

Grade 4 Learner Goals: Add/Subtract numbers within 10,000. Use estimation to verify the reasonableness of calculated results in

addition and subtraction, check subtraction problems using addition. Determine whether an estimate is sufficient for a specific problem

situation. Solve 2-step word problems which involve the four operations on

whole numbers.

Teacher Notes


Grade 2 Learner Goals: Understand the meaning of addition (missing whole, putting

together, counting on, and simple addition stories). Understand the meaning of subtraction (missing part, taking away,

counting back, and simple subtraction stories). Use inverse relationship between addition and subtraction. Compare numbers by using subtraction to find the difference. Add/Subtract numbers within 1000. Write equations and solve one-step word problems involving

3rd Grade – Math – Singapore Ch 2-4d, Ch 3-1d, Ch 4-3 d, Ch 5-2d, Ch 6-5d, Ch 7-2d, R-2d

Learner Goals: Singapore Page CitationsAdd/Subtract numbers within 10,000. TB-A: Unit 2, 50-59

AB-A: 48-58

Vocabularyaddend compose decompose difference digitfalse greater than (>) hundreds less than (<) minuendmodel number sentence 1-step problem place value put togetherrelationship represent strategy sum symboltake away take from true unknown word problemalgorithm computation strategy equation fixed orderfront-end estimation irrelevant information negativemathematical problem multiple of ten numerical valueoperation positive 2-step problem unit reasonable

Grade 2 Learner Goals: Understand the meaning of addition (missing whole, putting

together, counting on, and simple addition stories). Understand the meaning of subtraction (missing part, taking away,

counting back, and simple subtraction stories). Use inverse relationship between addition and subtraction. Compare numbers by using subtraction to find the difference. Add/Subtract numbers within 1000. Write equations and solve one-step word problems involving

ADDITION AND SUBTRACTION

Use estimation to verify the reasonableness of calculated results in addition and subtraction, check subtraction problems using addition.

TB-A: Unit 2, 41-44AB-A: 40-41

Solve 2-step word problems which involve the four operations on whole numbers.

TB-A: Unit 2, 62-63AB-A: 59-61

Solve problems involving numeric equations or inequalities. TB-A: Unit 2, 34-40AB-A: 32-39

Select appropriate operational symbol to make an expression true. TB-A: Unit 2, 39-40AB-A: 38-39

Use boxes and other symbols to stand for unknown numbers in expressions and equations.

Throughout Unit 2

Represent unknown quantities with bar diagrams and solve word problems involving whole numbers using bar diagrams.

TB-A: Unit 2, 45-48AB-A: 45-47

3rd Grade – Math – Singapore

Learner Goals: Singapore Page CitationsUse the commutative and associative properties to perform mental TB-A: Unit 2, 27-33

MENTAL ADDITION AND SUBTRACTION

Vocabularyaddend compose decompose difference digitfalse greater than (>) hundreds less than (<) minuendmodel number sentence 1-step problem place value put togetherrelationship represent strategy sum symboltake away take from true unknown word problemalgorithm computation strategy equation fixed orderfront-end estimation irrelevant information negativemathematical problem multiple of ten numerical valueoperation positive 2-step problem unit reasonablefact family >, greater than <, smaller than bar


Materials Base-10 blocks Number cards with digits 0-9 Number discs Appendix pages:

o 2.3ao 2.r

calculations and check results. AB-A: 26-31Use the distributive property to perform mental calculations and check results.Add/Subtract numbers within 100. TB-A: Unit 2, 27-32

AB-A: 26-29Add/Subtract 1's, 10's, or 100's to numbers within 1000. TB-A: Unit 2, 33

AB-A: 30-31Subtract from 1000.Add/Subtract a number close to 100 (e.g. 98). TB-A: Unit 2, 27-32

AB-A: 26-29



Vocabularyaddend compose decompose difference digitfalse greater than (>) hundreds less than (<) minuendmodel number sentence 1-step problem place value put togetherrelationship represent strategy sum symboltake away take from true unknown word problemalgorithm computation strategy equation fixed orderfront-end estimation irrelevant information negativemathematical problem multiple of ten numerical valueoperation positive 2-step problem unit reasonablefact family

Grade 4 Learner Goals: Use the commutative and associative properties to perform mental

calculations and check results. Use the distributive property to perform mental calculations and check

results. Subtract from 1000. Add/subtract a number close to 1000 (e.g. 998). Add/Subtract tenths, hundredths, or thousandths to or from decimal

numbers.

Teacher Notes



calculations and check results. Add/Subtract numbers within 100. Add/Subtract 1's, 10's, or 100's to numbers within 1000. Subtract from 100. Add/Subtract a number close to 100 (e.g. 98).

Vocabularyaddend compose decompose difference digitfalse greater than (>) hundreds less than (<) minuendmodel number sentence 1-step problem place value put togetherrelationship represent strategy sum symboltake away take from true unknown word problemalgorithm computation strategy equation fixed orderfront-end estimation irrelevant information negativemathematical problem multiple of ten numerical valueoperation positive 2-step problem unit reasonablefact family >, greater than <, smaller than bar

3rd Grade – Math – Singapore Ch 1 – 3d

Learner Goals: Singapore Page CitationsUse the commutative and associative properties to perform mental calculations and check results.

TB-A: Unit 2, 27-33AB-A: 26-31




numbers.

MENTAL ADDITION AND SUBTRACTION

Use the distributive property to perform mental calculations and check results.Add/Subtract numbers within 100. TB-A: Unit 2, 27-32

AB-A: 26-29Add/Subtract 1's, 10's, or 100's to numbers within 1000. TB-A: Unit 2, 33

AB-A: 30-31Subtract from 1000.Add/Subtract a number close to 100 (e.g. 98). TB-A: Unit 2, 27-32

AB-A: 26-29



Vocabularyaddend compose decompose difference digitfalse greater than (>) hundreds less than (<) minuendmodel number sentence 1-step problem place value put togetherrelationship represent strategy sum symboltake away take from true unknown word problemalgorithm computation strategy equation fixed orderfront-end estimation irrelevant information negativemathematical problem multiple of ten numerical valueoperation positive 2-step problem unit reasonablefact family smaller than (<)




numbers.Teacher Notes



calculations and check results. Add/Subtract numbers within 100. Add/Subtract 1's, 10's, or 100's to numbers within 1000. Subtract from 100. Add/Subtract a number close to 100 (e.g. 98).

Materials Base-10 blocks Number cards with digits 0-9 Number discs Dimes and pennies Hundreds chart Counters, a different color for each player Appendix pages:

o 2.1a 2.1b 2.1c


Learner Goals: Singapore Page CitationsRelate division to multiplication TB–A: Unit 3, 72–73, 113

WB–A: 72–75, 113-114Recognize and extend regular linear patterns TB–A: Unit 3, 15–17, 111–112, 118–119, 124, 128–130

WB–A: 14–16, 68, 71, 104, 156

Teacher Notes

MULTIPLICATION/DIVISION

Understand quotient and remainder TB-A: Unit 3, 82-84, 100-103AB-A: 86-87, 102-103

Understand the properties of 0 and 1 in multiplication and division. TB-A: Unit 3, 71-72WB-A: 70-71

Multiply numbers within 1000 by a 1-digit number. Multiply numbers within 10,000 by a 1-digit number.

TB–A: Unit 3, 69-71, 72–73, 75-76, 78, 84, 108–109, 111–113, 117–120, 124-125, 128–130, 133–134WB–A: 66-73, 111, 150–151Divide numbers within 1000 by a 1-digit number, including situations

where there is a remainder. Divide numbers within 10,000 by a 1-digit number, including situations where there is a remainder.Use estimation to verify the reasonableness of calculated results in multiplication and division problems.

TB–A: Unit 3, 62–64, 67, 69–71, 75–81WB–A: 59–61, 64–65, 67–68, 79–81 , 82–85, 131, 140, 149TB–B: 45, 57, 62-64, 110, 126, 137WB–B: 27, 45–46

Check division problems using multiplication.Solve 2-step word problems which involve the four operations on whole numbers.

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Grade 4 Learner Goals: Multiply numbers within 10,000 by a 1-digit number. Divide numbers within 10,000 by a 1-digit number, including situations

where there is a remainder. Multiply numbers within 10,000 by a 2-digit number.

Teacher Notes

Grade 2 Learner Goals: Use repeated addition and arrays to solve multiplication problems

within 40. Use sharing and grouping to divide. Relate division to multiplication. Recognize and extend regular linear patterns. Multiply/divide by 2's and 3's. Multiply/divide by 4's, 5's, and 10's. Use repeated subtraction to divide and find the remainder. Write equations and solve one-step word problems involving

multiplication/division.

3rd Grade – Math – Singapore Ch 1- 5d, Ch 2 – 4d, Ch – 7d, Ch 4 – 2d, Ch 5 – 2d, R – 1-2d

Learner Goals: Singapore Page CitationsRelate division to multiplication TB–A: Unit 3, 72–73, 113

WB–A: 72–75, 113-114Recognize and extend regular linear patterns TB–A: Unit 3, 15–17, 111–112, 118–119, 124, 128–130

WB–A: 14–16, 68, 71, 104, 156Understand quotient and remainder TB-A: Unit 3, 82-84, 100-103

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Vocabularymultiple product factor round estimatemultiplication multiply reasonable pattern missing factordividend quotient array division divisordivide equation


where there is a remainder. Multiply numbers within 10,000 by a 2-digit number.

Teacher Notes

Suggested LiteratureThe Doorbell Rang by Pat Hutchins Divide and Ride by Stuart J. MurphyThe Great Divide by Dayle Ann Dodds The Best of Times by Greg TangOne Hundred Hungry Ants by Elinor J. Pinczes Math Curse by Jon ScieszkaEach Orange Had 8 Slices by Paul Giganti, Jr. The Grapes of Math by Greg TangCounting on Frank by Rod Clement Two of Everything by Lily Toy HongAmanda Bean’s Amazing Dream by Cindy NeuschwanderA Place for Zero by Angeline S. LoPresti Ten Times Better by Richard Michelson

MULTIPLICATION/DIVISION

AB-A: 86-87, 102-103Understand the properties of 0 and 1 in multiplication and division. TB-A: Unit 3, 71-72

WB-A: 70-71Multiply numbers within 1000 by a 1-digit number. Multiply numbers within 10,000 by a 1-digit number.

TB–A: Unit 3, 69-71, 72–73, 75-76, 78, 84, 108–109, 111–113, 117–120, 124-125, 128–130, 133–134WB–A: 66-73, 111, 150–151Divide numbers within 1000 by a 1-digit number, including situations

where there is a remainder. Divide numbers within 10,000 by a 1-digit number, including situations where there is a remainder.Use estimation to verify the reasonableness of calculated results in multiplication and division problems.

TB–A: Unit 3, 62–64, 67, 69–71, 75–81WB–A: 59–61, 64–65, 67–68, 79–81 , 82–85, 131, 140, 149TB–B: 45, 57, 62-64, 110, 126, 137WB–B: 27, 45–46

Check division problems using multiplication.Solve 2-step word problems which involve the four operations on whole numbers.

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3. Use multiplication and division within 100 to solve word problems in


where there is a remainder. Multiply numbers within 10,000 by a 2-digit number. Use estimation to verify the reasonableness of calculated results in

Grade 2 Learner Goals: Use repeated addition and arrays to solve multiplication problems

within 40. Use sharing and grouping to divide. Relate division to multiplication. Recognize and extend regular linear patterns. Multiply/divide by 2's and 3's. Multiply/divide by 4's, 5's, and 10's. Use repeated subtraction to divide and find the remainder. Write equations and solve one-step word problems involving

multiplication/division.

Materials Base-10 blocks Index cards, crayons, 2 paper bowls/plates Number cube labeled 2, 3, 3, 4, 4, 5 Number discs Number cards with digits 1-10, and cards with digits 0-9 Number cube labeled with 1, 2, 3, 4, 5, and 10 Number cards with the multiples of 2, 3, 4, 5, and 10 up to 10 times the

number Place value chart Number cards labeled 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 200, 300,

400, 500, 600, 700, 800, 900



TB–A: Unit 3, 70, 72–73, 84, 108–109, 111–113, 118–120, 124, 128–130, 133–134WB–A: 67, 69, 73, 111, 150–151Use the distributive property to perform mental calculations and check

results.Multiply and divide tens, hundreds, and thousands by a 1-digit number. TB-A: Unit 3, 82-84, 100-103

AB-A: 86-87, 102-103

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3. Use multiplication and division within 100 to solve word problems in

Vocabularymultiple product factor round estimatemultiplication multiply reasonable pattern missing factordividend quotient array division divisordivide equation write vertically remainder open boxeven/odd remainder bring down brought down


where there is a remainder. Multiply numbers within 10,000 by a 2-digit number. Use estimation to verify the reasonableness of calculated results in

Teacher Notes


Materials Base-10 blocks Index cards, crayons, 2 paper bowls/plates Number cube labeled 2, 3, 3, 4, 4, 5 Number discs Number cards with digits 1-10, and cards with digits 0-9 Number cube labeled with 1, 2, 3, 4, 5, and 10 Number cards with the multiples of 2, 3, 4, 5, and 10 up to 10 times the

number Place value chart Number cards labeled 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 200, 300,

400, 500, 600, 700, 800, 900

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the

Vocabularymultiple product factor round estimatemultiplication multiply reasonable pattern missing factor

MENTAL MULTIPLICATION/DIVISION



TB–A: Unit 3, 70, 72–73, 84, 108–109, 111–113, 118–120, 124, 128–130, 133–134WB–A: 67, 69, 73, 111, 150–151Use the distributive property to perform mental calculations and check

results.Multiply and divide tens, hundreds, and thousands by a 1-digit number. TB-A: Unit 3, 82-84, 100-103

AB-A: 86-87, 102-103


Vocabularymultiple product factor round estimatemultiplication multiply reasonable pattern missing factor


Vocabularymultiple product factor round estimatemultiplication multiply reasonable pattern missing factordividend quotient array division divisor

MENTAL MULTIPLICATION/DIVISION


Learner Goals: Singapore Page CitationsMultiply/Divide by 6's, 7's, 8's, and 9's. TB–A: Unit 4, 108-139

WB–A: 111-161Learn multiplication/division facts for 6's, 7's, 8's, and 9's.


Vocabularymultiple product factor round estimatemultiplication multiply reasonable pattern missing factordividend quotient array division divisor

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.

Teacher Notes

MULTIPLICATION TABLES 6, 7, 8, and 9

3rd Grade – Math – Singapore Ch 1 – 5d, Ch 2 – 5d, Ch 3 – 5d, Ch 4 – 5d, Ch 5 – 3d, R-2d

Learner Goals: Singapore Page CitationsMultiply/Divide by 6's, 7's, 8's, and 9's. TB–A: Unit 4, 108-139

WB–A: 111-161Learn multiplication/division facts for 6's, 7's, 8's, and 9's.

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.

Vocabularymultiple product factor multiplicationmultiply pattern missing factor dividendquotient array division divisordivide equation Grade 4 Learner Goals:

Multiply numbers within 10,000 by a 1-digit number. Divide numbers within 10,000 by a 1-digit number, including situations

where there is a remainder. Multiply numbers within 10,000 by a 2-digit number. Check division problems using multiplication. Find the factors and common factors of whole numbers within 100. Identify prime numbers. Find multiples and common multiples of whole numbers within 100.

Teacher Notes


Grade 2 Learner Goals: Multiply/divide by 2's and 3's. Learn multiplication/division facts for 2's and 3's. Multiply/divide by 4's, 5's, and 10's. Learn multiplication/division facts for 4's, 5's, and 10's.

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?. Multiply and divide within 100.7. Fluently multiply and divide within 100, using strategies such as the

MULTIPLICATION TABLES 6, 7, 8, and 9

Materials Base-10 blocks of different colors Number cards with digits 1-10, cards with digits 0-9 Strips of 6 squares Number cube labeled 2, 3, 4, 5, 6, 6 Division fact cards without answers Division fact cards with answers Number discs

Operations and Algebraic Thinking 3.OARepresent and solve problems involving multiplication and division.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?. Multiply and divide within 100.7. Fluently multiply and divide within 100, using strategies such as the

Vocabularymultiple product factor multiplicationmultiply pattern missing factor dividendquotient array division divisordivide equation


where there is a remainder. Multiply numbers within 10,000 by a 2-digit number. Check division problems using multiplication. Find the factors and common factors of whole numbers within 100. Identify prime numbers. Find multiples and common multiples of whole numbers within 100.

Teacher Notes


Grade 2 Learner Goals: Multiply/divide by 2's and 3's. Learn multiplication/division facts for 2's and 3's. Multiply/divide by 4's, 5's, and 10's. Learn multiplication/division facts for 4's, 5's, and 10's.

Materials Base-10 blocks of different colors Number cards with digits 1-10, cards with digits 0-9 Strips of 6 squares Number cube labeled 2, 3, 4, 5, 6, 6 Division fact cards without answers Division fact cards with answers Number discs


Learner Goals: Singapore Page CitationsCollect, organize, and analyze data using tables and bar graphs. TB–A: Unit 5, 140-145

WB–A: 162-173Collect, organize, and analyze data using tally charts.Ask and solve questions related to data representation, including finding the range and mode.Collect, organize, and analyze data using line plots. TB-A: Unit 5, 145

WB-A: 172-173Identify whether common events are certain, likely, unlikely, or impossible.

TB-A: Unit 5, 146-147WB-A: 174-175

Record the possible outcomes for a simple event and systematically keep track of the outcome when it is repeated many times.

TB-A: Unit 5, 148-150WB-A: 176-179

Summarize and display results of simple probability experiments, use the results to predict future events.

Measurement and Data 3.MD Represent and interpret data.3. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Vocabularyline plot bar graph pictograph picture graphcategory represent total horizontal scaleinformation tallies data data collection methodequivalent representation unit

Grade 4 Learner Goals: Collect, organize, and analyze data using tables and bar graphs. Collect, organize, and analyze data using tally charts. Ask and solve questions related to data representation, including

Teacher Notes

DATA ANALYSIS AND PROBABILITY

Suggested LiteratureTally O’Malley by Stuart Murphy

Grade 2 Learner Goals: Represent and compare data using picture graphs. Represent and compare data bar graphs. Represent and compare data using tally charts.

Teacher Notes

3rd Grade – Math – Singapore Ch 1 – 3d, Ch 2 – 3d, R – 1-2d


Grade 2 Learner Goals: Represent and compare data using picture graphs. Represent and compare data bar graphs. Represent and compare data using tally charts.

DATA ANALYSIS AND PROBABILITY

Learner Goals: Singapore Page CitationsCollect, organize, and analyze data using tables and bar graphs. TB–A: Unit 5, 140-145

WB–A: 162-173Collect, organize, and analyze data using tally charts.Ask and solve questions related to data representation, including finding the range and mode.Collect, organize, and analyze data using line plots. TB-A: Unit 5, 145

WB-A: 172-173Identify whether common events are certain, likely, unlikely, or impossible.

TB-A: Unit 5, 146-147WB-A: 174-175

Record the possible outcomes for a simple event and systematically keep track of the outcome when it is repeated many times.

TB-A: Unit 5, 148-150WB-A: 176-179

Summarize and display results of simple probability experiments, use the results to predict future events.

Vocabularyline plot bar graph pictograph picture graphcategory represent total horizontal scaleinformation tallies data data collection methodequivalent representation unit tally chartcolumns rows event unlikelyunlikely certain impossibleGrade 4 Learner Goals:

Collect, organize, and analyze data using tables and bar graphs. Collect, organize, and analyze data using tally charts. Ask and solve questions related to data representation, including

finding the range and mode. Collect, organize, and analyze data using line plots.

Suggested LiteratureTally O’Malley by Stuart Murphy

Grade 2 Learner Goals: Represent and compare data using picture graphs. Represent and compare data bar graphs. Represent and compare data using tally charts. Collect, organize, and analyze data using tables and bar graphs. Collect, organize, and analyze data using tally charts.

Materials Graph paper, blank papers, pens Table and/or graphs collected Big sheets of paper An opaque bag Colored base-10 blocks/cubes Regular 6-sided dice Results of lesson 5.2a on the marbles in opaque bag Results of lesson 5.2a on die Appendix pages

o 5.1a-1 5.1a-2o 5.1b-1 5.1b-2o 5.1c 5.2co 5.r


Learner Goals: Singapore Page Citations


finding the range and mode. Collect, organize, and analyze data using line plots.

Grade 2 Learner Goals: Represent and compare data using picture graphs. Represent and compare data bar graphs. Represent and compare data using tally charts. Collect, organize, and analyze data using tables and bar graphs. Collect, organize, and analyze data using tally charts.

LENGTH

Measure and estimate length of objects in meters and centimeters, yards, feet, and inches.

TB–B: Unit 6, 8-12, 20-24WB–B: 7-10, 19-22

Understand and estimate length in kilometers and miles. TB–B: Unit 6, 13-18, 26WB–B: 11-18, 23

Convert units within a metric system using multiplication. TB–B: Unit 6, 8-18WB–B: 7-18

Add/subtract measurements in compound units. TB-B: Unit 6, 145WB-B: 172-173

3rd Grade – Math – Singapore Ch 1 – 3d, Ch 2 – 3d, Ch 3 – 3d, Ch 4 – 1d, R – 1-2d

Learner Goals: Singapore Page CitationsMeasure and estimate length of objects in meters and centimeters, yards, feet, and inches.

TB–B: Unit 6, 8-12, 20-24WB–B: 7-10, 19-22

Measurement and Data 3.MD Measure and estimate lengths. Conversion within metric system.

See Grade 2 and Grade 4.

Vocabularymeasurement ruler centimeter footEnglish system of measurement inch measuring tapemeter meter stick metric system yardstickestimation kilometer mile measurement scalenonstandard unit standard unit

Grade 4 Learner Goals: Add/subtract measurements in compound units. Multiply/divide measurements in compound units.

Teacher Notes


Grade 2 Learner Goals: Compare and measure length, and weight using nonstandard units. Measure and estimate length of objects in meters and centimeters,

yards, feet, and inches. Compare measurements made using different units.

LENGTH

Understand and estimate length in kilometers and miles. TB–B: Unit 6, 13-18, 26WB–B: 11-18, 23

Convert units within a metric system using multiplication. TB–B: Unit 6, 8-18WB–B: 7-18

Add/subtract measurements in compound units. TB-B: Unit 6, 145WB-B: 172-173


Learner Goals: Singapore Page CitationsMeasure and estimate weight in kilograms, grams, pounds, and ounces. TB–B: Unit 7, 30-32,41-42

WB–B: 28-33, 40Convert units within a metric system using multiplication. TB–B: Unit 7, 30-32

WB–B: 28-33

Measurement and Data 3.MD Measure and estimate lengths. Conversion within metric system.

See Grade 2 and Grade 4.

Vocabularymeasurement ruler centimeter footEnglish system of measurement inch measuring tapemeter meter stick metric system yardstickestimation kilometer mile measurement scalenonstandard unit standard unit meter convert


Teacher Notes


Grade 2 Learner Goals: Compare and measure length, and weight using nonstandard units. Measure and estimate length of objects in meters and centimeters,

yards, feet, and inches. Compare measurements made using different units.

Materials Meter sticks Measuring tape Ruler Map of buildings around school Map of cities closest to school Yard stick Measuring tape with inches Ruler with inches Appendix pages

o 6.1ao 6.3a 6.3b 6.3co 6.r

WEIGHT

Add/subtract measurements in compound units. TB-B: Unit 7, 33-35, 36-39, 43-45WB-B: 34-36, 37-39, 41-43

3rd Grade – Math – Singapore Ch 1 – 3d, Ch 2 – 2d, Ch 3 – 2d, R – 1-2d

Learner Goals: Singapore Page CitationsMeasure and estimate weight in kilograms, grams, pounds, and ounces. TB–B: Unit 7, 30-32,41-42

WB–B: 28-33, 40Convert units within a metric system using multiplication. TB–B: Unit 7, 30-32

WB–B: 28-33Add/subtract measurements in compound units. TB-B: Unit 7, 33-35, 36-39, 43-45

WB-B: 34-36, 37-39, 41-43

Measurement and Data 3.MD.2Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Also, see Grade 4.

Vocabularymeasurement gram kilogram massEnglish system of measurement ounce poundestimation measurement scalenonstandard unit standard unit


Teacher Notes


Grade 2 Learner Goals: Compare measurements made using different units. Measure and estimate weight in kilograms, grams, pounds, and

ounces.WEIGHT


Learner Goals: Singapore Page CitationsMeasure and estimate capacity in liters, cups, pints, quarts, half-gallon, and gallon.

TB–B: Unit 8, 48-56, 58-61WB–B: 49-58, 59-61

Measure and estimate capacity in milliliters.Convert units within a metric system using multiplication. TB–B: Unit 8, 53-54

WB–B: 51-53Add/subtract measurements in compound units. TB-B: Unit 8, 55-56, 59-61

WB-B: 54-58, 59-61

Measurement and Data 3.MD.2Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Also, see Grade 4.

Vocabularymeasurement gram kilogram massEnglish system of measurement ounce poundestimation measurement scalenonstandard unit standard unit


Teacher Notes


Grade 2 Learner Goals: Compare measurements made using different units. Measure and estimate weight in kilograms, grams, pounds, and

ounces.

Materials 1-kg weight, 1-pound weight Various gram weights, various ounce weights Various objects about 1 kg Balance/kitchen scales 2-liter bottle of water Brick Weighing scales in pounds and ounces Various objects weighing within the weighing scales Appendix pages

o 7.1ao 7.3a 7.3bo 7.r-1 7.r-2

CAPACITY


Learner Goals: Singapore Page CitationsMeasure and estimate capacity in liters, cups, pints, quarts, half-gallon, and gallon.

TB–B: Unit 8, 48-56, 58-61WB–B: 49-58, 59-61

Measure and estimate capacity in milliliters.Convert units within a metric system using multiplication. TB–B: Unit 8, 53-54

WB–B: 51-53Add/subtract measurements in compound units. TB-B: Unit 8, 55-56, 59-61

WB-B: 54-58, 59-61


Teacher Notes


Grade 2 Learner Goals: Compare and measure capacity using nonstandard units. Compare measurements made using different units. Measure and estimate capacity in liters, cups, pints, quarts, half-

gallon, and gallon. CAPACITY


Teacher Notes


Grade 2 Learner Goals: Compare and measure capacity using nonstandard units. Compare measurements made using different units. Measure and estimate capacity in liters, cups, pints, quarts, half-

gallon, and gallon.

Materials 1-liter beaker or measuring cup Water, preferably colored Various containers of different sizes Basin, teaspoon, tablspoon, paper cups, bucket, a big bottle Measuring cups with marking on the side, including a quart

measuring cup Various commercial items that are sold in gallons, quarts, pints, and

cups, such as dairy products, particularly some gallon jugs, and including some half-gallon containers

Various plastic containers 4 sets of number cards 1-10 per group Cards with “gallon,” “quarts,” “pints,” and “cups” written on them, 6

of each per group Appendix pages

o 8.1ao 8.2a-1 8.2a-2o 8.r-1 8.r-2


Learner Goals: Singapore Page CitationsUse decimal notation to add and subtract money within $100.00. TB-B: Unit 9, 66-76

AB-B: 67-80Multiply and divide money amounts in decimal notation. TB-B: Unit 9, 78-81

AB-B: 83-84Mentally add and subtract money in compound units (dollars and cents) when the cents are multiples of 5 or close to $1.00.

Teacher Notes

Measurement and Data 3.MDMoney

See Grade 2

Vocabularycoin decimal point dime dollar billnickel penny quarter (coin) symbol

Teacher Notes

MONEY


3rd Grade – Math – Singapore Ch 1 – 2d, Ch 2 – 2d, Ch 3 – 3d, Ch 4 – 3d, R – 1-2d

Learner Goals: Singapore Page CitationsUse decimal notation to add and subtract money within $100.00. TB-B: Unit 9, 66-76

AB-B: 67-80Multiply and divide money amounts in decimal notation. TB-B: Unit 9, 78-81

AB-B: 83-84Mentally add and subtract money in compound units (dollars and cents) when the cents are multiples of 5 or close to $1.00.

Teacher Notes

Measurement and Data 3.MDMoney

See Grade 2

Vocabularycoin decimal point dime dollar billnickel penny quarter (coin) symbol

Teacher Notes

MONEY

Materials Quarters, dimes, nickels Bills of different denominations Play money in bags, bills and coins “store cards”/labels of cost of item around the classroom Appendix pages

o 9.r

3rd Grade – Math – Singapore Ch 3 – 1d, Ch 4 – 2d

Learner Goals: Singapore Page CitationsAdd/Subtract like fractions. TB-B: Unit 10, 97-100

AB-B: 109-114

Teacher Notes

Number and Operations - Fractions 3.NFDevelop understanding of fractions as numbers.

See Grade 4

Vocabularydenominator fourth/fourths fraction fraction strip half/halves improper numerator partition quantity relationship third/thirds visual model whole number

Teacher Notes

ADDING/SUBTRACTING FRACTIONS

Suggested LiteratureEating Fractions by Bruce McMillanFractions are Parts of Things by J. Richard DennisThe Hershey’s Milk Chocolate Fractions Book by Jerry PallottaApple Fractions by Jerry Pallotta

Materials Fraction cards


Learner Goals: Singapore Page CitationsAdd/Subtract like fractions. TB-B: Unit 10, 97-100

AB-B: 109-114

Teacher Notes

Materials Fraction cards


See Grade 4

Vocabularydenominator fourth/fourths fraction fraction strip half/halves improper numerator partition quantity relationship third/thirds visual model whole number

Teacher Notes

ADDING/SUBTRACTING FRACTIONS


3rd Grade – Math – Singapore Ch 1 – 3d, Ch 2 – 6d

Learner Goals: Singapore Page CitationsCompare and order fractions with the same denominator or with the same numerator.

TB-B: Unit 10, 85-89AB-B: 90-97

Find equivalent fractions and simplest form of a fraction. TB-B: Unit 10, 91-96AB-B: 100-108Compare and order fractions with different denominators.

Teacher Notes

Number and Operations - Fractions 3.NF.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the

Vocabularycommon ___ comparison denominator equivalent estimation fourth/fourths fraction fraction strip half/halves improper number line numerator partition quantity reduced formrelationship simple fraction third/thirds visual model whole numberquarter fifth simplest form

EQUIVALENT and COMPARING FRACTIONS

Materials Fraction circles, fraction bars, Fraction cards with fractions up to 11/12 Strips of paper Number cards 1-12 Regular 6-sided die Appendix pages


Learner Goals: Singapore Page CitationsCompare and order fractions with the same denominator or with the same numerator.

TB-B: Unit 10, 85-89AB-B: 90-97

Find equivalent fractions and simplest form of a fraction. TB-B: Unit 10, 91-96AB-B: 100-108Compare and order fractions with different denominators.

Number and Operations - Fractions 3.NF.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the

Materials Fraction circles, fraction bars, Fraction cards with fractions up to 11/12 Strips of paper Number cards 1-12 Regular 6-sided die Appendix pages

Number and Operations - Fractions 3.NF.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the

Vocabularycommon ___ comparison denominator equivalent estimation fourth/fourths fraction fraction strip half/halves improper number line numerator partition quantity reduced formrelationship simple fraction third/thirds visual model whole number

Teacher Notes

EQUIVALENT and COMPARING FRACTIONS


3rd Grade – Math – Singapore Ch 5 – 1d

Learner Goals: Singapore Page CitationsRecognize and name the fraction of a set. TB-B: Unit 10, 102-104

AB-B: 115-116Find the value given the fraction of a set, using objects or drawings.Find the fraction of a set where the answer is a whole number.

Number and Operations - Fractions 3.NF.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the

Teacher Notes

Number and Operations - Fractions 3.NF.1Develop understanding of fractions as numbers.

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Vocabularydenominator fourth/fourths fraction fraction strip half/halves improper numerator partition quantity relationship represent third/thirds visual model whole numberfraction of a set

Teacher Notes

FRACTION OF A SET


Materials Color discs or counters


Learner Goals: Singapore Page CitationsRecognize and name the fraction of a set. TB-B: Unit 10, 102-104

AB-B: 115-116Find the value given the fraction of a set, using objects or drawings.Find the fraction of a set where the answer is a whole number.

Teacher Notes

Materials Color discs or counters

Number and Operations - Fractions 3.NF.1Develop understanding of fractions as numbers.

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Vocabularydenominator fourth/fourths fraction fraction strip half/halves improper numerator partition quantity relationship represent third/thirds visual model whole number

Teacher Notes

FRACTION OF A SET



Learner Goals: Singapore Page CitationsFind coin amounts as a fraction of a dollar. TB-B: Unit 10, 105-107

AB-B: 117

Teacher Notes


See Grade 4

Vocabularydenominator fourth/fourths fraction half/halves improper numerator partition quantity relationship represent visual model whole number

Teacher Notes

FRACTIONS AND MONEY


3rd Grade – Math – Singapore Ch 6 – 2d, R – 1-2d

Learner Goals: Singapore Page CitationsFind coin amounts as a fraction of a dollar. TB-B: Unit 10, 105-107

AB-B: 117

Teacher Notes


See Grade 4

Vocabularydenominator fourth/fourths fraction half/halves improper numerator partition quantity relationship represent visual model whole number

Teacher Notes

FRACTIONS AND MONEY


Materials


Learner Goals: Singapore Page CitationsTell time to the minute (analog clock face). TB-B: Unit 11, 112-115

AB-B: 125-126Find the duration of time intervals. TB-B: Unit 11, 116

AB-B: 127-128Find starting or ending times, given a time and the interval. TB-B: Unit 11, 117-119

AB-B: 129-132Know relationships of time (years, months, days, weeks, hours, and seconds).

TB-B: Unit 11, 121-123AB-B: 133-140

Convert between of units of time.

Teacher Notes

Materials

Measurement and Data 3.MD.1Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line

Vocabularyanalog clock digital clock elapsed timehalf-hour hour (hr) timea.m. minute (min) p.m.second (sec) time interval time zone

TIME



Learner Goals: Singapore Page CitationsTell time to the minute (analog clock face). TB-B: Unit 11, 112-115

AB-B: 125-126Find the duration of time intervals. TB-B: Unit 11, 116

AB-B: 127-128Find starting or ending times, given a time and the interval. TB-B: Unit 11, 117-119

AB-B: 129-132Know relationships of time (years, months, days, weeks, hours, and seconds).

TB-B: Unit 11, 121-123AB-B: 133-140

Convert between of units of time.


Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line



Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Vocabularyanalog clock digital clock elapsed timehalf-hour hour (hr) timea.m. minute (min) p.m.second (sec) time interval time zonetime line

TIME



Learner Goals: Singapore Page CitationsDescribe and classify common 3-dimensional shapes according to number and shape of faces, edges, and vertices.

TB-B: Unit 12, 135-136WB-B: 153-154

Identify common 3-dimensional shapes within compound shapes.Identify intersecting and parallel lines. TB–B: Unit 12, 132

WB–B:Identify and describe polygons. TB-B: Unit 12, 129, 131-134

WB-B: 146-147, 150-152Identify attributes of triangles and quadrilaterals. TB–B: Unit 12, 132-134

WB–B: 151–152Identify right angles and compare angles to right angles. TB-B: Unit 12, 127-128, 130-131

WB-B: 148-149


Geometry 3.GReason with shapes and their attributes.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).

Vocabularyangle attribute quadrilateral rhombussquare area rectangle sidecone cube cylinder open shape

GEOMETRY

Geometry 3.GReason with shapes and their attributes.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).

Vocabularyangle attribute quadrilateral rhombussquare area rectangle sidecone cube cylinder open shape

Grade 4 Learner Goals: Describe and classify common 3-dimensional shapes according to

number and shape of faces, edges, and vertices. Identify attributes of triangles and quadrilaterals. Identify acute, obtuse, and right angles and relate 90°, 180°, 270°,

and 360° with quarter, half, three-quarter, and whole turns. Measure and construct angles. Identify perpendicular and parallel lines. Name different types of triangles and quadrilaterals. Find the lengths of unknown sides given the length of other sides or

the perimeter of triangles and quadrilaterals. Visualize, describe, and draw geometric solids. Identify nets of solids, or solids of nets. Identify congruent figures. Create tessellations. Identify figures that have line symmetry. Identify figures that have rotational symmetry. Understand the coordinate grid, locate points, and write ordered

pairs (first quadrant). Find the length of horizontal and vertical lines on the coordinate grid.

Teacher Notes Suggested LiteratureThe Greedy Triangle by Marilyn BurnsA Cloak for the Dreamer by Aileen FriedmanThe Silly Story of Goldie Locks and the Three Squares by Grace Maccarone

Grade 2 Learner Goals: Identify, describe, and categorize common 2-dimensional shapes,

including the faces of 3-dimensional objects. Identify common 2-dimensional shapes within compound shapes,

combine shapes to form common shapes. Describe and classify common 3-dimensional shapes according to

number and shape of faces, edges, and vertices. Describe and extend repeating patterns involving color and shapes. Describe and extend repeating patterns involving combination of

shapes (compound shapes).

3rd Grade – Mat – Singapore Ch 1 – 1d, Ch 2 – 1d, Ch 3 – 1d, Ch 4 – 1d, R – 1-2d

Learner Goals: Singapore Page CitationsDescribe and classify common 3-dimensional shapes according to number and shape of faces, edges, and vertices.

TB-B: Unit 12, 135-136WB-B: 153-154

Identify common 3-dimensional shapes within compound shapes.Identify intersecting and parallel lines. TB–B: Unit 12, 132

WB–B:Identify and describe polygons. TB-B: Unit 12, 129, 131-134

WB-B: 146-147, 150-152Identify attributes of triangles and quadrilaterals. TB–B: Unit 12, 132-134

WB–B: 151–152Identify right angles and compare angles to right angles. TB-B: Unit 12, 127-128, 130-131

WB-B: 148-149






GEOMETRY






Teacher Notes

Suggested LiteratureThe Greedy Triangle by Marilyn BurnsA Cloak for the Dreamer by Aileen FriedmanThe Silly Story of Goldie Locks and the Three Squares by Grace Maccarone

Grade 2 Learner Goals: Identify, describe, and categorize common 2-dimensional shapes,

including the faces of 3-dimensional objects. Identify common 2-dimensional shapes within compound shapes,

combine shapes to form common shapes. Describe and classify common 3-dimensional shapes according to

number and shape of faces, edges, and vertices. Describe and extend repeating patterns involving color and shapes. Describe and extend repeating patterns involving combination of

shapes (compound shapes).

Materials Stiff cards, index card, rough paper Folding meter sticks Geostrips Demonstration clock, mini clock faces Objects with curved and flat surfaces, e.g., tin can, dice, boxes, cones Appendix pages

o 12.r


Learner Goals: Singapore Page CitationsFind the perimeter of polygons. TB-B: Unit 13, 147-150

WB-B: 170-172Find the area of shapes by covering them with unit squares or by counting squares.

TB-B: Unit 13, 139-146WB-B: 159-169

Understand and use units of area, such as square centimeter and square inch.

TB–B: Unit 13, 144-146WB–B: 167-169

Count unit cubes in 2-dimensional representations of 3-dimensional solids.

TB-B: Unit 13, 151-156WB-B: 173-179

Find the volume of solid figures by counting cubic units.

Teacher Notes

Measurement and Data 3.MD Geometric measurement: understand concepts of area and relate area to multiplication and to addition.5. Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Geometric measurement: recognize perimeter as an attribute of plane

Vocabularyarea perimeter square unit dimensionwidth length volume cubic unit

Teacher Notes

Area, Perimeter, and Volume

Suggested LiteratureThe Dragon’s Scales by Sarah AlbeeSir Cumference and the Isle of Immeter by Cindy Neuschwander

Measurement and Data 3.MD Geometric measurement: understand concepts of area and relate area to multiplication and to addition.5. Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Geometric measurement: recognize perimeter as an attribute of plane

Vocabularyarea perimeter square unit dimensionwidth length volume cubic unit

Grade 4 Learner Goals: Find the area of shapes by covering them with unit squares or by

counting squares. Understand and use units of area, such as square centimeter and

square inch. Find the area, perimeter, and unknown sides of rectangles. Find the area and perimeter of composite figures made from squares

and rectangles. Find the volume of solid figures by counting cubic units. Understand and use units of volume, such as cubic centimeter and

cubic inch. Find the volume of rectangular prisms. Understand the relationship between cubic centimeters, milliliters,

and liters. Identify the radius and diameter of a circle, find one given the other.

Teacher Notes

Grade 2 Learner Goals:

3rd Grade – Math – Singapore Ch 1 – 3d, Ch 2 – 1d, Ch 3 – 4d, R – 1-2d

Learner Goals: Singapore Page CitationsFind the perimeter of polygons. TB-B: Unit 13, 147-150

WB-B: 170-172Find the area of shapes by covering them with unit squares or by counting squares.

TB-B: Unit 13, 139-146WB-B: 159-169

Understand and use units of area, such as square centimeter and square inch.

TB–B: Unit 13, 144-146WB–B: 167-169

Count unit cubes in 2-dimensional representations of 3-dimensional solids.

TB-B: Unit 13, 151-156WB-B: 173-179

Find the volume of solid figures by counting cubic units.

Measurement and Data 3.MD Geometric measurement: understand concepts of area and relate area to multiplication and to addition.5. Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 6. Measure areas by counting unit squares (square cm, square m, square in,

Vocabularyarea perimeter square unit dimensionwidth length volume cubic unitsquare centimeter square inch

Area, Perimeter, and Volume

Suggested LiteratureThe Dragon’s Scales by Sarah AlbeeSir Cumference and the Isle of Immeter by Cindy Neuschwander

Materials Students’ work in lesson 13.1a Rulers, string, measuring tapes Regular shape objects Linking cubes/connect-a-cube 1 large cube Appendix pages

o 13.1a 13.1co 13.2a-1 13.2a-2o 13.3s 13.3b 13.3co 13.r

Measurement and Data 3.MD Geometric measurement: understand concepts of area and relate area to multiplication and to addition.5. Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 6. Measure areas by counting unit squares (square cm, square m, square in,

Grade 4 Learner Goals: Find the area of shapes by covering them with unit squares or by

counting squares. Understand and use units of area, such as square centimeter and

square inch. Find the area, perimeter, and unknown sides of rectangles. Find the area and perimeter of composite figures made from squares

and rectangles. Find the volume of solid figures by counting cubic units. Understand and use units of volume, such as cubic centimeter and

cubic inch. Find the volume of rectangular prisms. Understand the relationship between cubic centimeters, milliliters,

and liters. Identify the radius and diameter of a circle, find one given the other.

Teacher Notes

Grade 2 Learner Goals:

Materials Students’ work in lesson 13.1a Rulers, string, measuring tapes Regular shape objects Linking cubes/connect-a-cube 1 large cube Appendix pages

o 13.1a 13.1co 13.2a-1 13.2a-2o 13.3s 13.3b 13.3co 13.r

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