Math

This week, we will continue chapter 10, Measurement.  In this chapter, your student is learning to compare and measure lengths of objects. The lessons address ordering objects by length, comparing the lengths of two objects using a third object, using like objects to measure length, and solving word problems that compare lengths.

The vocabulary words for this chapter are: shortest, longest, length, measure, length unit, and inch.

There are many situations where you can practice measuring and comparing lengths. Look for opportunities to reinforce these skills while playing with your student! As you and your student spend time together, use his or her toys, games, and art supplies to practice math skills. Use the following strategies to involve your student:

• When playing a game, have your student compare the lengths of the objects involved. For example, ask, “Is the game card or the spinner longer? Is the board longer or shorter than the game money?”
• When drawing or coloring, select three objects, such as three crayons, or a marker, a paintbrush, and a colored pencil. Ask your student to order the items from longest to shortest or shortest to longest. Ask your student to explain how he or she determined how to order the objects.
• While playing with toys, choose three items. Compare two of the items to a third, then have your student compare the first two. For example, say, “The toy drum is shorter than the flute. The xylophone is longer than the flute. Is the toy drum longer or shorter than the xylophone?”
• Use a small item, such as a toy car, number cube, or playing card, to measure the length of other toys. First, have your student estimate the length of the toy in terms of the smaller item. Then, have him or her measure to find the length. For example, ask, “About how many cards long do you think the teddy bear is?” Then, line up cards side by side beside the bear without gaps or overlaps. Count to find how many cards in length the bear is.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to look for other opportunities to compare and measure lengths, such as measuring clothing items, snack items, or plant leaves. Have a great time practicing measurement!

This week, we will be starting chapter 10, Measurement.  In this chapter, your student is learning to compare and measure lengths of objects. The lessons address ordering objects by length, comparing the lengths of two objects using a third object, using like objects to measure length, and solving word problems that compare lengths.

The vocabulary words for this chapter are: shortest, longest, length, measure, length unit, and inch.

There are many situations where you can practice measuring and comparing lengths. Look for opportunities to reinforce these skills while playing with your student! As you and your student spend time together, use his or her toys, games, and art supplies to practice math skills. Use the following strategies to involve your student:

• When playing a game, have your student compare the lengths of the objects involved. For example, ask, “Is the game card or the spinner longer? Is the board longer or shorter than the game money?”
• When drawing or coloring, select three objects, such as three crayons, or a marker, a paintbrush, and a colored pencil. Ask your student to order the items from longest to shortest or shortest to longest. Ask your student to explain how he or she determined how to order the objects.
• While playing with toys, choose three items. Compare two of the items to a third, then have your student compare the first two. For example, say, “The toy drum is shorter than the flute. The xylophone is longer than the flute. Is the toy drum longer or shorter than the xylophone?”
• Use a small item, such as a toy car, number cube, or playing card, to measure the length of other toys. First, have your student estimate the length of the toy in terms of the smaller item. Then, have him or her measure to find the length. For example, ask, “About how many cards long do you think the teddy bear is?” Then, line up cards side by side beside the bear without gaps or overlaps. Count to find how many cards in length the bear is.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to look for other opportunities to compare and measure lengths, such as measuring clothing items, snack items, or plant leaves. Have a great time practicing measurement!

This week, we will continue Chapter 9, adding two-digit numbers.  In this chapter, your student is learning various strategies for adding two-digit numbers. The lessons address adding tens and adding ones, using a number line to add, and making a 10 to add. There are no new vocabulary words introduced in this chapter.

There are many situations that you can use to model adding two numbers. Pointing out real-world situations that use addition is a great way to help students connect math with real life! This will help reinforce the importance of addition, and answer the question, “When will I ever use this?” The maximum sum in this chapter is 99. This aligns well with many daily activities.

Use the following strategies to practice with your student:

• To model adding tens and ones, point out the number of items needed for an activity. For example, point out that you will buy a package of 25 plates and a package of 36 cups for a birthday party. Then ask, “How many ones are there? Are there enough ones to make a 10? How many tens are there? How many plates and cups are there in all?” Encourage your student to make a quick sketch of the tens and ones if needed.
• To practice adding tens and ones on a number line, point out the day’s low and high temperatures. Say, “It is 57 degrees now. Later, it will be 74 degrees. How many degrees will the temperature increase?” Or say, “It is 57 degrees now. The temperature will increase 17 degrees this afternoon. What will the temperature be then?” Ask your student to explain how to use a number line to find the answer.
• To practice using addition strategies to solve problems, point out how many miles you will drive for an event. Say, “We will drive 18 miles to Grandma’s house, then 24 more miles to the zoo. We have enough gas in the car to drive 50 miles. Do we have enough gas, or do we need to stop for more along the way?” Have your student explain how to find the answer.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to look for other opportunities to use addition, such as finding the total number of minutes needed to get ready and travel to school each day.

Have a great time practicing addition!

This week, we will start Chapter 9, adding two-digit numbers.  In this chapter, your student is learning various strategies for adding two-digit numbers. The lessons address adding tens and adding ones, using a number line to add, and making a 10 to add. There are no new vocabulary words introduced in this chapter.

There are many situations that you can use to model adding two numbers. Pointing out real-world situations that use addition is a great way to help students connect math with real life! This will help reinforce the importance of addition, and answer the question, “When will I ever use this?” The maximum sum in this chapter is 99. This aligns well with many daily activities.

Use the following strategies to practice with your student:

• To model adding tens and ones, point out the number of items needed for an activity. For example, point out that you will buy a package of 25 plates and a package of 36 cups for a birthday party. Then ask, “How many ones are there? Are there enough ones to make a 10? How many tens are there? How many plates and cups are there in all?” Encourage your student to make a quick sketch of the tens and ones if needed.
• To practice adding tens and ones on a number line, point out the day’s low and high temperatures. Say, “It is 57 degrees now. Later, it will be 74 degrees. How many degrees will the temperature increase?” Or say, “It is 57 degrees now. The temperature will increase 17 degrees this afternoon. What will the temperature be then?” Ask your student to explain how to use a number line to find the answer.
• To practice using addition strategies to solve problems, point out how many miles you will drive for an event. Say, “We will drive 18 miles to Grandma’s house, then 24 more miles to the zoo. We have enough gas in the car to drive 50 miles. Do we have enough gas, or do we need to stop for more along the way?” Have your student explain how to find the answer.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to look for other opportunities to use addition, such as finding the total number of minutes needed to get ready and travel to school each day.

Have a great time practicing addition!

This week, we will continue with Chapter 8, adding and subtracting tens using mental math strategies.

In this chapter, your student is learning to add and subtract tens. Students will begin by finding 10 more or 10 less than a number  They will then add and subtract tens using various strategies including number lines, quick sketches, and using addition to subtract.

The vocabulary phrase associated with this chapter is open number line.

• To practice adding and subtracting tens with your student, use everyday items found in packages that contain multiple items, such as straws, paper clips, or toothpicks. When you notice such a package, either at home or while shopping, ask questions like these.
• To practice using mental math to find 10 more or 10 less, have your student find the number of items in the package. Then ask, “How many crayons are in that box? What is 10 more than that number? What is 10 less than that number?”
• Show your student the number of items, then say that you need a certain multiple of 10 more (20, 30, 40, etc.), not exceeding a total of 100. For example, point out that there are 12 eggs in a carton. Ask, “How many eggs would there be if I bought 50 more?” Encourage your student to explain the strategy used to find the total. Repeat, using subtraction. Say, “There are 75 beads in this package. If we use 30 for a project, how many will be left? What if we use 60?”
• To reinforce the connection between addition and subtraction, ask your student what addition equation can be used to solve a subtraction problem. Ask, “There are 60 party cups in this package. We need 20 for tomorrow’s picnic. What addition equation can you use to find how many cups will be left?”
• Model other scenarios and have your student discuss how to use an open number line, quick sketch, or mental math to find the sum or difference.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities to practice adding and subtracting tens. Have a great time adding and subtracting tens

Dear Families,

In this chapter, your student is learning to add and subtract tens. Students will begin by finding 10 more or 10 less than a number  They will then add and subtract tens using various strategies including number lines, quick sketches, and using addition to subtract.

The vocabulary phrase associated with this chapter is open number line.

• To practice adding and subtracting tens with your student, use everyday items found in packages that contain multiple items, such as straws, paper clips, or toothpicks. When you notice such a package, either at home or while shopping, ask questions like these.
• To practice using mental math to find 10 more or 10 less, have your student find the number of items in the package. Then ask, “How many crayons are in that box? What is 10 more than that number? What is 10 less than that number?”
• Show your student the number of items, then say that you need a certain multiple of 10 more (20, 30, 40, etc.), not exceeding a total of 100. For example, point out that there are 12 eggs in a carton. Ask, “How many eggs would there be if I bought 50 more?” Encourage your student to explain the strategy used to find the total. Repeat, using subtraction. Say, “There are 75 beads in this package. If we use 30 for a project, how many will be left? What if we use 60?”
• To reinforce the connection between addition and subtraction, ask your student what addition equation can be used to solve a subtraction problem. Ask, “There are 60 party cups in this package. We need 20 for tomorrow’s picnic. What addition equation can you use to find how many cups will be left?”
• Model other scenarios and have your student discuss how to use an open number line, quick sketch, or mental math to find the sum or difference.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities to practice adding and subtracting tens. Have a great time adding and subtracting tens

We have finished Chapter 7 in our math unit. For the next week, we will be reviewing what we’ve learned so far, including:

• Place value
• Comparing numbers
• Basic addition and subtraction
• Counting by ones
• Counting by tens

This review will help reinforce key skills before we move on to the next unit.

If you would like us to send extra practice for your child over the break, please let me know!

This week, we will continue chapter 7 in our Big Ideas Curriculum.  

In this chapter, your student is comparing numbers within 100.

We will use the phrases equal to, greater than, and less than.

We will use the symbols =, >, and <.

We will also find one more, one less, ten more, and ten less than a given number.

The vocabulary words associated with this chapter are: compare, greater than, and less than.

Sporting events and other games are a great place to practice comparing numbers. Your student is comparing two-digit numbers, so any two scores from 0 through 99 can be compared.

When playing or watching a game, use the following activities.

• Have your student identify the score of the game. Ask your student which team or player has the most points. Then ask, “How can you tell?” Remind your student to compare the tens first, then compare the ones. Encourage him or her to use the phrases equal to, greater than, and less than to compare the number of points each team or player has. You also can use this strategy when playing board games or video games together at home.
• Have your student choose a player and tell you the number on the player’s jersey. Ask, “What number is one more than that number? One less? Ten more? Ten less?” You also can use this strategy with the number of points a certain player or team has.
• To compare numbers on a number line, state how many points you each have during a game. Ask, “Who has a greater number of points: you or me?” Then ask, “On a number line, is your number of points to the left or to the right of my number of points?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other reasons to compare numbers, such as page numbers in books or distances listed on road signs.

Have a great time comparing numbers!

This week, we will start chapter 7 in our Big Ideas Curriculum.  

In this chapter, your student is comparing numbers within 100.

We will use the phrases equal to, greater than, and less than.

We will use the symbols =, >, and <.

We will also find one more, one less, ten more, and ten less than a given number.

The vocabulary words associated with this chapter are: compare, greater than, and less than.

Sporting events and other games are a great place to practice comparing numbers. Your student is comparing two-digit numbers, so any two scores from 0 through 99 can be compared.

When playing or watching a game, use the following activities.

• Have your student identify the score of the game. Ask your student which team or player has the most points. Then ask, “How can you tell?” Remind your student to compare the tens first, then compare the ones. Encourage him or her to use the phrases equal to, greater than, and less than to compare the number of points each team or player has. You also can use this strategy when playing board games or video games together at home.
• Have your student choose a player and tell you the number on the player’s jersey. Ask, “What number is one more than that number? One less? Ten more? Ten less?” You also can use this strategy with the number of points a certain player or team has.
• To compare numbers on a number line, state how many points you each have during a game. Ask, “Who has a greater number of points: you or me?” Then ask, “On a number line, is your number of points to the left or to the right of my number of points?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other reasons to compare numbers, such as page numbers in books or distances listed on road signs.

Have a great time comparing numbers!

This week, we will finish chapter 6 of our Big Ideas Curriculum.  

In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120.

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place.

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120.

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?”
• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number.
• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120.

Have a great time practicing numbers together!

This week, we will continue chapter 6 of our Big Ideas Curriculum.  

In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120.

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place.

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120.

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?”
• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number.
• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120.

Have a great time practicing numbers together!

This week, we will start chapter 6 of our Big Ideas Curriculum.  

In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120.

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place.

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120.

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?”
• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number.
• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120.

Have a great time practicing numbers together!

This week, we will continue chapter 5 of our Big Ideas Curriculum.  

In this chapter, your student will be subtracting with numbers greater than 10. The strategies counting back and using addition to subtract will be used again. The subtraction strategy get to 10 will be introduced to your student as well.

There are many situations at home that you can use to practice subtraction. Meal and snack times present many opportunities. Keep in mind that the maximum number of objects your student will work with in this chapter is 20.

While sharing a meal or snack, use the following activities.

• Give your student a number of items, such as raisins. Ask how many there are. Then say, “Suppose you plan to eat 9 of the raisins. How can you count back to find how many raisins will be left? How can you use a related addition equation?”
• Cut 2 cups off 2 egg cartons so that each carton has 10 cups. Count out 16 grapes and have your child place 1 grape per cup to fill 1 egg carton and use as many cups as needed of the second carton. Say that you plan to eat 8 grapes. Use the get to 10 strategy to find the number of grapes left: Get from 16 to 10 by subtracting 6. Model this by removing the 6 grapes from the second carton. Because 8 = 6 + 2, you still need to subtract 2 from the 10. Model this by removing 2 grapes from the first carton. Have your child explain each step as it is completed.
• Review making true addition or subtraction equations by giving yourself several items and giving your child fewer of the items. Ask, “How many more do you need so that we both have the same amount?” Then repeat the activity, giving your child more than you have. Ask, “How many do you need to take away so that we have the same amount?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other ways to model and practice subtraction strategies.

Have a great time snacking and subtracting together!

This week, we will begin chapter 5 of our Big Ideas Curriculum.  

In this chapter, your student will be subtracting with numbers greater than 10. The strategies counting back and using addition to subtract will be used again. The subtraction strategy get to 10 will be introduced to your student as well.

There are many situations at home that you can use to practice subtraction. Meal and snack times present many opportunities. Keep in mind that the maximum number of objects your student will work with in this chapter is 20.

While sharing a meal or snack, use the following activities.

• Give your student a number of items, such as raisins. Ask how many there are. Then say, “Suppose you plan to eat 9 of the raisins. How can you count back to find how many raisins will be left? How can you use a related addition equation?”
• Cut 2 cups off 2 egg cartons so that each carton has 10 cups. Count out 16 grapes and have your child place 1 grape per cup to fill 1 egg carton and use as many cups as needed of the second carton. Say that you plan to eat 8 grapes. Use the get to 10 strategy to find the number of grapes left: Get from 16 to 10 by subtracting 6. Model this by removing the 6 grapes from the second carton. Because 8 = 6 + 2, you still need to subtract 2 from the 10. Model this by removing 2 grapes from the first carton. Have your child explain each step as it is completed.
• Review making true addition or subtraction equations by giving yourself several items and giving your child fewer of the items. Ask, “How many more do you need so that we both have the same amount?” Then repeat the activity, giving your child more than you have. Ask, “How many do you need to take away so that we have the same amount?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other ways to model and practice subtraction strategies.

Have a great time snacking and subtracting together!

We have finished up chapter 4 of our math unit.  This week, we will be doing a lot of review over the math units that students still seem to be struggling with.   We look forward to sharing all of their progress with you at our upcoming conferences.