Jump Math

Content

number concepts to 1 000 000

Number Concepts to 1 million:

• Counting – Part 1 Lessons:  1-3, 16, 20-23, 52-53, 57
• Multiples – Part 1 Lessons:  16, 20 – 23
• Flexible counting strategies – Part 1 Lessons:  1-3, 52-53, 57
• Whole number benchmarks
• Numbers to 1 million can be arranged and recognized – Part 1 Lessons:  5 – 7, 17, 44 – 48
• Comparing and ordering numbers  – Part 1 Lessons: 5 – 7, 17
• Estimating large quantities – Part 1 Lessons:  44 – 48
• Place value – Part 1 Lessons:  1, 3, 4, 8
• Millions, ten thousands, thousands, hundreds, tens, and ones – Part 1 Lessons: 1,3,4
• Understanding the relationship between digit places and their value, to 1 million – Part 1 Lessons:   1, 3, 4, 8

Whole number benchmarks are not specifically covered

decimals to thousandths

Decimals to thousandths :

• Decimals to thousandths – Part 2 Lessons:  79 – 92, 98 – 101

equivalent fractions

Equivalent fractions:

• Equivalent fractions – Part 2 Lessons: 71

whole-number, fraction, and decimal benchmarks

Whole number, fractions, and decimal benchmarks:

• Two equivalent fractions are two ways to represent the same amount (having the same whole) – Part 2 Lessons: 66-69, 71-72
• Comparing and ordering of fractions and decimals – Part 2 Lessons:  64, 75, 85 – 88
• Addition and subtraction of decimals to thousandths – Part 2 Lessons:  89 – 92, 99
• Estimating decimal sums and differences – Part 1 Lessons:  60, Part 2 Lessons: 92
• Estimating fractions with benchmarks (e.g., 0, 1/2, whole) – Part 2 Lessons:  63, 87
• Equal partitioning – Part 2 Lessons: 61, 63

addition and subtraction of whole numbers to 1 000 000

Addition and subtraction of whole numbers to 1 million:

• Using flexible computation strategies involving taking apart (e.g.,  decomposing using friendly numbers and compensating) and Combining numbers in a variety of ways, regrouping – Part 1 Lessons:  8 – 15, 57
• Estimating sums and differences to 10000 – Part 1 Lessons:  44 – 50
• Using addition of subtraction in real‐life contexts and problem‐based situations – Part 1 Lessons:  13 – 15

multiplication and division to three digits, including division with remainders

Multiplication and division to three digits, including division with remainders:

• Understanding the relationships between multiplication and division, multiplication and addition, and Division and subtraction – Part 1 Lessons:  18 – 43
• Using flexible computation strategy (e.g.,  decomposing, distributive principle, commutative principle, repeated addition, repeated subtraction) – Part 1 Lessons:  18 – 43, 49
• Using multiplication and division in real life context and problem-based situations – Part 1 Lessons:  32, 37 – 39, 42 – 43, Part 2 Lessons: 102, 106

addition and subtraction of decimals to thousandths

Addition and subtraction of decimals to the thousandths:

• Estimating decimal sum and differences – Part 1 Lessons:  60
• Using visual models such as base ten blocks, place value Maps, grid paper, and number line – Part 2 Lessons:  89-92, 99-100
• Using addition and subtraction in real life context in problem-based situations – Part 1 Lessons:  58 – 60, Part 2 Lessons: 106

addition and subtraction facts to 20 (extending computational fluency)

Addition and subtraction facts to 20 (extending computational fluency):

• Provide opportunities for authentic practice, building on previous grade level addition and subtraction facts – Lessons:  mental math skills 1 – 18
• Applying strategies and knowledge of addition and subtraction facts in real‐life contexts and problem‐based situations, as well as when making math‐to‐math connections (e.g., for 800 + 700, you can annex the zeros and use the knowledge of 8 + 7 to find the total)  – Part 1 Lessons: 6, 14-15, 47

multiplication and division facts to 100 (emerging computational fluency)

Multiplication and division of facts to 100 (emerging computational fluid):

• Provide opportunities for concrete and pictorial representations of multiplication – Part 1 Lessons:  18 – 32, 49
• Use games to provide opportunities for authentic practice of multiplication computations – Part 1 Lessons:  20 – 22
• Looking for patterns and numbers, such as a hundred chart, to further develop understanding of multiplication computation – Part 1 Lessons:  20 – 23
• Connect multiplication to skip counting – Part 1 Lessons:  19,  Mental Math Skills: PP 17 – 19
• Connect multiplication to division and repeated addition – Part 1 Lessons:  18 – 20, 35 – 37
• Using mental math strategies such as doubling and halving, annexing, and distributive property – Part 1 Lessons:  18 – 23, 49
• Students should be able to recall many multiplication facts by the end of grade 5 (e.g., 2s, 3s, 4s, 5s, 10s, )  – Part 1 Lessons: 20-22
• Developing computational fluency with facts to 100 – Part 1 Lessons: 20-22

rules for increasing and decreasing patterns with words, numbers, symbols, and variables

Rules for increasing and decreasing patterns with words, numbers, symbols, and variables:

• Rules for increasing and decreasing patterns with words, numbers, symbols, and variables – Part 1 Lessons:  1 – 11, 14 – 15, 17 – 19, Part 2 Lessons: 24 – 32

one-step equations with variables

One step equations with variables:

• Solving one-step equations with variables – Part 2 Lessons:  35 – 38
• Expressing a given problem as an equation, using symbols (e.g., 4+X=15) – Part 2 Lessons: 24 – 27, 36 – 37

area measurement of squares and rectangles

Area measurement of squares and rectangles:

• Area measurement of squares and rectangles – Part 2 Lessons:  23 – 25

relationships between area and perimeter

Relationships between area and perimeter:

• Measuring area of squares and rectangles, using tiles, geoboards, grid paper – Part 2 Lessons:  23 – 25
• Investigating for perimeter and area and how they are related to but not dependent on each other – Part 2 Lessons:  29-32

First Peoples perspectives are not covered

duration, using measurement of time

Duration, using measurement of time:

• Understanding elapsed time and duration  – Part 1 Lessons: 2, 4
• Applying concepts of time in real life context and problem-based situations – Part 1 Lessons:  2 – 6

First Peoples perspectives are not covered

classification of prisms and pyramids

Classification of prisms and pyramids:

• Investigating 3D objects in 2D shapes, based on multiple attributes – Part 1 Lessons:  1-10, Part 2 Lessons: 30-37, 44
• Describing and sorting quadrilaterals – Part 1 Lessons:  9-10
• Describing and constructing rectangular and triangular prism – Part 2 Lessons:  31-36
• Identifying prisms in the environment – Part 2 Lessons:  30, 33

single transformations

Single transformations:

• Single transformation – Part 1 Lessons: 11 – 13, Part 2 Lessons: 18 – 27
• Single transformations (slide/ translation, flip/ reflection, turn/ rotation) – Part 2 Lessons: 20 – 27
• Using concrete materials with focus on the motion of transformations – Part 2 Lessons:  20 – 27

First Peoples perspectives are not covered

one-to-one correspondence and many-to-one correspondence, using double bar graphs

One-to-one correspondence and many to 1 correspondence, using double bar graphs:

• many-to-1 correspondence: one symbol represents a group or value (e.g., on a bar graph, one square may represent five cookies) – Part 1 Lessons: 3-4

probability experiments, single events or outcomes

Probability experiment, single events or outcomes:

• Predicting outcomes of independent events (e.g., when you spin using a spinner and it lands on a single color)  – Part 2 Lessons: 19-21
• Predicting single outcome (e.g.,  when you spin using a spinner and it lands on a single color)  – Part 2 Lessons: 19-21
• Using Spinners, rolling dice, pulling objects out of a bag – Part 2 Lessons:  19 – 24
• Representing single outcome probabilities using fractions – Part 2 Lessons:  21-22, 24

financial literacy — monetary calculations, including making change with amounts to 1000 dollars and developing simple financial plans

Financial literacy –  monetary calculations, including making change with amounts to \$1,000 and developing simple financial plans:

• Making monetary calculations, including making change and decimal notation to \$1,000 in real life context and problem-based situations – Part 1 Lessons:  53-60
• Applying a variety of strategies, such as counting up, counting back, and decomposing, to calculate totals and make change  – Part 1 Lessons: 52 – 60

Making simple fictional plans to meet a financial goal and developing a budget that takes into account income and expenses are not specifically covered

Curricular Competencies

CURRICULAR COMPETENCY CORRELATIONS COMING SOON