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 8:

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 8:

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

In 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 values 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?

Essential Question:

Students will solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using the dollar and cents 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?

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?

Students will 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. They will also 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 unknowns in all positions.

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

Chapter 4:

Essential Question:

Chapter 4:

Essential Question:

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 also 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 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 unknowns in all positions.

**Chapter 3:**

Essential Question:How can you use patterns and strategies to find sums and differences for basic facts?

Essential Question:

In this chapter, students will add and subtract within 20 using mental strategies. They will represent and solve problems involving 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 unknowns in all positions. Finally, students will work with equal groups of objects to gain foundations for multiplication.

**Chapter 2:**

Essential Question:How can you use place value to model, write, and compare 3-digit numbers?

Essential Question:

In this chapter, students will understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. They will read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Students will mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Students will also compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using symbols to record the results of comparisons.

**Chapter 1:**

**Essential Question:**How do you use place value to find the values of numbers and describe numbers in different ways?

In this chapter, students will determine whether a group of objects (up to 20) has an odd or even number of members, by pairing objects or counting them by 2s, or by writing an equation to express an even number as a sum of two equal addends.

Students will read and write numbers to 1000 using base-ten numerals, number names, and expanded form. They will also count within 1000, and skip count by 5s, 10s, and 100s.