Math Group Rotations

The student will:
**Know, explain, and represent whole numbers from 0 through 1,000 using concrete objects
**Represent whole numbers from 0 - 1000 using various groupings and place value models emphsizing 1s, 10, and 100s
**Recognize place value of various whole numbers up to the thousands
Count subsets of numbers from 1 to 1000 forwards and backwards
Identify and uses ordinal positions (1st, 2nd, 3rd  to 20th)
Read and write whole numbers to 1,000 in numeric form
Accurately read and spell numbers from zero to 100
Use, write, and identify multiple representations for a number.
Identify odd and even whole numbers to 100
With the use of math manipulatives, compare (<, =, >) and order (least to greatest, greatest to least) whole numbers 0-1000
Skip counts by 2’s, 5’s, and 10’s to 100 and 3’s and 4's to 36.
Uses various estimation strategies to estimate whole numbers 0 to 1000
Place or locate whole number to 1000 on a number line

**State assessed indicators

The students will be able to:
Use a variety of computational methods to estimate or solve addition facts
Efficiently and accurately add whole numbers with sums to 20
**Identify basic addition and subtraction fact families and double facts
Use a number line to model addition
Solve equations involving addition and one unknown
**Add three-digit whole numbers with and without regrouping. 
Use a variety of computational methods to estimate or solve subtraction facts
Efficiently and accurately subtract basic facts from numbers to 20   
Use a number line to model subtraction
Solves equations involving subtraction and one unknown
**Subtracts three-digit whole numbers with and without regrouping

**State assessed indicators

The student will:
Count mixed groups of coins including pennies, nickels, dimes, quarters, and half dollars.
Count like groups of bills.
Solve equations involving two kinds of coins.

The student will:
Recognize any outcome of a simple event in an experiment or simulation as impossible, possible, certain, likely, unlikely, or equally likely.
List some of the possible outcomes of a simple event in an experiment or simulation using concrete objects
Organize, display, and read numerical and non-numerical data in a clear, organized, and accurate manner including a title, labels, categories, and whole number intervals using a variety of data displays (**graphs using concrete objects, **pictographs, **frequency tables, **bar graphs, Venn diagrams, line plots)
Collect data using different techniques
Identifies the minimum and maximum data values, the range, and the mode

The student will:
Identify the length of a day, week, month, and year.
Tell time to the nearest five minute interval.

The students will:
Use whole number approximations (estimations) for length, weight, and volume using standard and nonstandard units of measure.
Select and use appropriate measurement tools and units of measure for length, weight, volume, and temperature for a given situation.
Measure
    a. length to the nearest inch or foot and to the nearest whole unit of a nonstandard unit
    b. weight to the nearest nonstandard unit
    c. volume to the nearest cup, pint, quart, or gallon
    d. temperature to the nearest degree
Compare the weights of more than two concrete objects using a balance
Solve real-world problems by applying appropriate measurements
    a. length to the nearest inch or foot
Estimate to check whether or not measurements or calculations for length in real-world problems are reasonable
Adjust original measurement or estimation for length and weight in real-world problems based on additional information (frame of reference)

The students will:
Recognize and investigate properties of circles, squares, rectangles, triangle, and ellipses (ovals) (plane figures/two-dimensional shapes) using concrete objects drawings, and appropriate technology
Recognize, draw, and describe circles, squares, rectangles, triangles, ellipses (ovals) ( plane figures)
Recognize cubes, rectangular prisms, cylinders, cones and spheres (solids/three-dimensional figures)
Recognize the square, triangle, rhombus, hexagon, parallelogram, and trapezoid from a pattern block set
Compare geometric shapes (circles, squares, rectangles, triangles, ellipses) to one another   
Recognize whether a shape has a line of symmetry 
Solve real world problems by applying the properties of plane figures
Demonstrate how plane figures can be combined or separated to make a new shape
Demonstrate how solids can be combined or separated to make a new shape
Identify the plane figures used to form a composite figure
Know and use the cardinal direction points (north, south, east, west)
Recognize that changing an object’s position or orientation including whether the object is nearer or farther away does not change the name, size, or shape of the object
Recognize when a shape has undergone one transformation (flip/reflection, turn/rotation, slide/ translation)
Show two concrete objects or shapes are congruent by physically fitting one shape or object on top of the other
Follow directions to move objects from one location to another using appropriate vocabulary and the cardinal points (north, south, east, west)

The students will compare and order fractions greater than or equal to zero with like denominators (halves, fourths, thirds, eighths) using concrete objects.
The students will use fraction strips or pattern blocks to compare, order and represent numerical quantities.

The students will:
1. Identify, continue, and create patterns presented in a variety of formats.
2. Uses symbols for whole number unknown quantities.
3. Graph ordered pairs.
Find values and determine the rule from input/output machines or t-talbes. involving addition or subtraction.

Our students are involved in a researched-based mathematical program called Cognitive Guided Instruction, CGI.  The aim of the instruction is to help children develop understanding of mathematically important ideas about space and numbers. Teaching for understanding involves building upon children's knowledge and experiences so that mathematical ideas take root and grow.

Although learning number facts and practice contribute to understanding mathematics, inventing solutions to problems and communicating about one's discoveries are far more important ingredients. For too long, many children weren't "getting" math, starting a cycle of frustration, dislike, and avoidance of math. A small number of children appeared to be learning mathematics in that they could calculate rapidly. Unfortunately, most of these children could not apply their knowledge in new situations. Both of these problems are avoided when children learn with understanding.
 
        Common Components of CGI Classrooms

1. Problem solving is the focus of instruction; teachers pose a variety of problems.

2. Many problem solving strategies are used to solve problems.  Children decide how they should solve each problem.

3.  Children communicate to their teachers and peers how they solved the problems.

4. Teachers understand children’s problem solving strategies and use that knowledge to plan instruction.

We will continue to teach math skills but will use the CGI approach for problem solving.  If you have any questions feel free to come observe and ask questions. CGI problems will be utilized in the math class on a regular basis and be related to the strand or skill being taught at the time.