By the end of the school year, all students should be able to:
■ Understand the base-ten system:
• 10 ones = 1 ten
• 10 tens = 1 hundred
• 10 hundreds = 1 thousand
■ Identify connections between repeated addition and multiplication. For example, 2 + 2 + 2 + 2 + 2 = 10 and 5 x 2 = 10.
■ Understand that division is about separating objects into equal groups (fair shares). For example, four children share 12 cookies fairly. How many cookies would each child get?
■ Estimate the number of objects in a group of up to 100 items. Count the objects to see how many actually are in the group.
■ Put objects in groups according to their similarities. For example, put all the right triangles in a pile.
■ Use the symbols < (less than) and > (greater than) to compare whole numbers up to 100. Do this with and without a number line.
■ Display data in graphs, using pictures (pictographs) or bars (bar graphs).
■ Use graphs to make conclusions or predictions.
■ Use manipulatives, such as blocks, to show what is happening in a math problem. For example, show that if you have seven blocks and take away five, two will remain.
■ Explain how a math problem is solved, telling what steps were taken and why.
Learning at Home
Help your child practice estimating using objects found in your home. How many books or cans are on a shelf? How many pairs of socks are in a drawer?
Play music your child enjoys and listen together for patterns—sounds, lines, words, and rhythms that vary and repeat. Discuss how patterns vary in different songs.
Visit the Web site of the U.S. Treasury Bureau of Engraving and Printing, www.moneyfactory.gov/newmoney/main.cfm/learning/fun, to find games about our nation’s currency that your child can download or play online.
Play board games.