Math 

This week in math, we will continue building students’ understanding of place value and comparing numbers up to 1,000. 

On Monday, students will learn how to use a number line to compare two three-digit numbers. They will practice deciding which number is greater, which is less, and when numbers are equal by looking closely at the hundreds, tens, and ones digits. 

On Tuesday, we will review key place value skills—reading and writing numbers to 1,000, counting within 1,000, and comparing numbers. This helps students prepare for the end-of-unit assessments. 

On Wednesday, students will take the MAPS math assessment during our math block. 

On Thursday, students will take Course Benchmark 2 and then play place value games such as Number Boss and Math Stacks to reinforce counting and number understanding in a fun way. 

On Friday, students will take the Chapter 8 Post-Test and the Chapter 9 Pre-Test. 

These lessons support our big learning goal of helping students understand what three-digit numbers represent and how to compare them accurately. 

 

Ways to Support Math at Home 

• Review Addition & Subtraction Facts Within 20: A few minutes of flashcards, card games, or apps (like XtraMath) helps students solve larger problems more fluently in class. 

• 10 More, 10 Less: When driving in the car, ask your student to look for speed limit signs. Ask him or her to tell you 10 less and 10 more than that number. For example, “The speed limit is 55. What is 10 less than 55? What is 10 more than 55?” 

• Greater Than, Less Than: Have your student look for numbers in books and magazines, and list five of the numbers. Ask your student to put the numbers in order from least to greatest. Then, give your student two numbers to compare. For example, write the numbers 345 and 378. Have your student tell you whether 345 is greater than (>), less than (<), or equal to (=) 378. Gradually use larger numbers. 

• Math vocabulary: Model other scenarios, making sure to use terms such as “compare,” “greater than,”” less than,” and “equal to.” 

Math 

Chapter 7 is a short unit with only five lessons focused on place value and understanding numbers in hundreds, tens, and ones. We completed the first lesson on Friday, and this week we’ll move through the remaining four lessons. By the end of the week, students will take the Chapter 7 post-test to show what they’ve learned and the Chapter 8 pre-test to preview upcoming concepts. 

In chapter 7, “Understand Place Value to 1,000,” your child will solidify their understanding about place value. They will learn the value of each digit, depending on whether the digit is in the ones, tens, or hundreds place. Your child will learn to read and write numbers up to 1,000 in standard form, expanded form, and word form.  

The vocabulary words for this chapter are: 

• hundred 

• hundreds place  

• thousand 

• expanded form  

• standard form 

• word form 

Our learning targets this week are:  

 

• Monday: Model and write numbers to 1,000. Students will draw a picture of a number with base tens blocks, then write how many hundreds, tens, and ones it is. For example, ¨¨¨ || □□□□  3 hundreds, 2 tens, and 4 ones is 324. 

 

• Tuesday: Understand the values of digits in a number. Students will tell the value of the digit in the ones place, tens place and hundreds place. For example, in 524 the two stands for 20 or 2 tens. 

 

• Wednesday: Write numbers in standard form, expanded form, and word form.  

For example: 

Standard form: 269 

Expanded form: 200+60+9. 

Word form: two hundred sixty-nine. 

 

• Thursday: Represent numbers in different ways. Students will be able to show multiple ways to model and write a number. For example, we can show 123 in three ways:  

• 1 hundred, 2 tens, and 3 ones  ¨ || □□□ 

• 0 hundreds, 12 tens, and 3 ones ||||||||||| □□□ 

• 123 ones 

• Friday: Chapter 7 Post-Test and Chapter 8 Pre-test 

 

Ways to Support Math at Home 

• Build Fact Fluency: Continue practicing basic addition and subtraction facts within 20 (for example, 8 + 9 = 17 or 14 – 6 = 8). Quick recall of these facts makes more complex math—like regrouping and working with hundreds—much easier. A few minutes of flashcards, online games, or math apps such as XtraMath can make a big difference. 

 

• Explore Tens and Hundreds: Use everyday objects like coins, pasta, or blocks to make groups of ten. Then group ten tens to make a hundred. You might say, “Let’s count ten groups of ten. How many do we have altogether?” This hands-on practice helps your child visualize how numbers are built. 

 

• Look for Numbers Around You: When you see three-digit numbers (like 245 on a sign or 673 on a price tag), ask your child questions such as, “What digit is in the tens place?” or “What’s the value of the 6?” These quick discussions reinforce place-value understanding in real life.  

We will conclude Chapter 6, “Fluently Subtract within 100.” On Wednesday, we will learn about how to solve one-and-two step word problems when subtracting two digit number in problems that require regrouping. On Thursday, we will take the Chapter 6 Post-Test and the Chapter 7 Pretest. We will begin Chapter 7 on Friday.  

In chapter 7, “Understand Place Value to 1,000” your child will solidify his or her understanding about place value. They will learn the value of each digit, depending on whether the digit is in the ones, tens, or hundreds place. Your child will learn to read and write numbers up to 1,000 in standard form, expanded form, and word form.  

The vocabulary words for chapter 7 are: 

• Hundred 

• hundreds place  

• thousand 

• expanded form  

• standard form 

• word form. 

 

Our learning targets this week are:  

• Solve one- and two-step word problems. Two-step word problems can be tricky because only one question is clearly asked, even though two steps are needed. Students learn to identify the given information, figure out what the problem is asking, choose a strategy, and explain how they solved it. 

Example: 
You have 45 marbles. You give 18 to one friend and 12 to another. How many marbles do you have left? 

Step 1: 45 − 18 = 27 
Step 2: 27 − 12 = 15 

By breaking the problem into parts and using strategies they’ve learned, students build confidence in solving multi-step problems. 

• Identify groups of tens as hundreds. Students will circle ten groups of ten, then tell how many tens and hundreds are modeled, and then write the number. For example: 20 tens, or 2 hundreds, or 200. 

 

Ways to Support Math at Home 

• Practice Subtraction Facts: Quick recall of basic subtraction (like 13–5 or 9–4) makes regrouping much easier. A few minutes of flashcards, card games, or saying facts aloud while driving can make a big difference. 

• Talk Through Word Problems: When reading a word problem together, ask questions like, “What is the problem asking?”, “What information do we already know?”, and “What should we do first?” This helps strengthen reasoning and problem-solving skills. 

• Explore Tens and Hundreds: Use everyday items like coins, pasta, or blocks to make groups of ten. Then group ten tens to make a hundred. You might say: 
  “Let’s count 10 groups of 10. How many do we have altogether?” 
  This hands-on practice supports understanding place value. 

We will continue Chapter 6, “Fluently Subtract within 100.” These strategies include using regrouping (“borrowing”), place value, and part-part-whole models. This chapter has a heavy focus on regrouping with subtraction. This is what many adults known as “Borrowing.” Typically, this strategy confuses kids, so students begin by using models (blocks) and subtracting a one-digit number from a two-digit number. For example, 21-6 =? 

There are no new vocabulary words for this chapter. 

Our learning targets for this week are: 

• Use Models to subtract a one-digit number from a two-digit number. Students will determine if regrouping is necessary when subtracting. If needed, they will trade 1 ten for 10 ones to make the subtraction possible. Then, they will subtract to find the difference. 

 

• Use models to subtract a two-digit number from a two-digit number. They will first decide if regrouping is needed, and if so, they will trade 1 ten for 10 ones to help complete the subtraction. Using their model, students will then subtract and solve for the difference. 

 

• Subtract a one- or two-digit number from a two-digit number. Students will first check to see if they have enough ones to subtract. If not, they will regroup by breaking apart a ten into 10 ones. After adjusting the numbers as needed, they will subtract to find the difference. 

 

• Use addition to check subtraction. Students will solve a subtraction problem and use addition to check the difference. 

 

Ways to Support Math at Home 

• Practice Basic Addition Facts. Being able to recall single-digit addition facts quickly (for example, 7+8 or 9+6) helps students solve larger subtraction problems with more confidence. A few minutes of practice each day can make a big difference. If you'd like something easy to use at home, XtraMath is a great online tool for quick, daily fact review.Talk about the total amount of money your child has saved. Then talk about how much money will be left after spending some of it. For example, “You had $24. You spent $8 to buy a book. How many dollars do you have left? How did you find the difference?”  

• Pose a problem like this: “You have $62. After buying a pair of shoes, you have $18 left. How much did the shoes cost?” Have your student explain the strategy they use to find the answer.  

• Ask your student to use a store ad to determine several items with a total cost of less than $100. Have your student find how close the total is to $100. Use only whole-dollar amounts. Have your student use addition to check their subtraction.  

• Model other scenarios, making sure to use terms such as “difference,” “subtract,” and “strategy.” 

This week, we will be diving into chapter 5 in our Big Ideas curriculum! In this chapter, your student is learning strategies to subtract numbers up to 
100. Your student will be using open number lines, decomposing numbers, and 
using compensation to subtract. These strategies will help your student to 
subtract numbers mentally. Some words and phrases used in this chapter are: 
open number line, difference, break apart, subtract, and compensation. 
You can practice subtraction strategies with your student using items around 
your home. For now, students are subtracting numbers up to 100. 

Here are some activities to use at home: 

• When baking, discuss the total number of items you baked. Then ask 
how many are left after your family eats some of the items. For 
example, say, “We baked 56 muffins. The family ate 12. How many 
muffins are left?” 

• When cleaning out clothing items or toys, have your student create a 
subtraction problem to show how many items you started with and how 
many are left after giving some away.