# Math Lessons for a Living Education Level 3

#### number concepts to 1000

Lesson 1: Review of Place Value, Odds and Evens, Counting by 2s, 5s, and 10s

Lesson 9: Introducing Rounding to the 10s and 100s

Lesson 22: Introducing Rounding to 1000s and Estimation

Lesson 23: Introducing Higher Place Value Through Millions (exceeds standards)

#### fraction concepts

Lesson 5: Review of Measurement, Fractions, Thermometers, Graphs

Lesson 17: Taking Fractions Deeper

Lesson 35: Review of All Measurement, Fractions

#### addition and subtraction to 1000

Lesson 3: Review of Addition, Including Carrying, Tally Marks

Lesson 4: Review of Subtraction, Including Borrowing Concepts

Lesson 8: Introducing Larger Number Subtraction

Lesson 28: Addition and Subtraction of Larger Numbers

Lesson 31: Review of All Addition and Subtraction Concepts

#### addition and subtraction facts to 20 (emerging computational fluency)

Although there is are practice exercises for addition and subtraction facts on pages 28 and 29, there is little opportunity to demonstrate fluency, (i.e. decomposing, making and bridging 10, related doubles, and commutative property).

Supplementation Required

#### multiplication and division concepts

Lesson 12: Introducing Multiplication of 0, 1, 2, and 5

Lesson 13: Introducing Division of 1, 2, and 5

Lesson 14: Introducing Multiplying and Dividing by 10

Lesson 16: Introducing Multiplying and Dividing by 3

Lesson 18: Introducing Multiplying and Dividing by 4

Lesson 19: Introducing Multiplying and Dividing by 6 and 7

Lesson 20: Introducing Multiplying and Dividing by8 and 9

Lesson 33: Review of All Multiplication

Lesson 34: Review of All Division

#### increasing and decreasing patterns

Supplementation Required

#### pattern rules using words and numbers, based on concrete experiences

Supplementation Required

#### one-step addition and subtraction equations with an unknown number

Lesson 25: Introducing Solving for Unknowns

#### measurement, using standard units (linear, mass, and capacity)

Note: measurement concepts are not covered in standard units; supplementation required.

Lesson 5: Review of Measurement, Fractions, Thermometers, Graphs

Lesson 24: More Measurement Concepts

Lesson 35: Review of All Measurement, Multiplication

Supplementation Required

#### time concepts

Time was covered in Math Lessons for a Living Education Levels 1 and 2.

Supplementation Required

#### construction of 3D shapes

Supplementation Required

#### one-to-one correspondence with bar graphs, pictographs, charts, and tables

Supplementation Required

#### likelihood of simulated events, using comparative language

Supplementation Required

#### financial literacy — fluency with coins and bills to 100 dollars, and earning and payment

Supplementation Required

## Curricular Competencies

### Reasoning/Analyzing

#### Use reasoning to explore and make connections

Lesson 7, page 69

Lesson 9, page 89

Lesson 12, page 113

Lesson 16, page 158

Lesson 25, page 246

Lesson 31, page 295

Lesson 32, page 301

#### Estimate reasonably

Lesson 22, pages 209 – 216

Lesson 32, page 301

#### Develop mental math strategies and abilities to make sense of quantities

Mental math strategies are practiced throughout.

#### Use technology to explore mathematics

Supplementation Required

#### Model mathematics in contextualized experiences

Lesson 10, page 97 (Play store!)

Lesson 17, page 162

Lesson 36, page 329, 330

Page 332: Make Picarones

### Understanding/Solving

#### Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

Lesson 10, page 97 (Play store!)

Lesson 15, page 146

Lesson 17, page 162

Lesson 31, page 295

Lesson 36, pages 329, 330

#### Visualize to explore mathematical concepts

Lesson 12, page 111

Lesson 13, page 120, 123

Lesson 16, page 158

Lesson 17, page 170

Lesson 20, page 192

Lesson 25, page 246

Lesson 35, page 317

#### Develop and use multiple strategies to engage in problem solving

Multiple strategies used throughout.

#### Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

Supplementation Required

### Communicating/Representing

#### Communicate mathematical thinking in many ways

Lesson 1, page 21

Lesson 9, page 88

Lesson 11, page 103

Lesson15, page 146

Lesson 27, page 262

Lesson 32, page 301 and 304

#### Use mathematical vocabulary and language to contribute to mathematical discussions

Lesson 1, page 21

Lesson 9, page 88

Lesson 11, page 103

Lesson15, page 146

Lesson 27, page 262

Lesson 32, page 301 and 304

#### Explain and justify mathematical ideas and decisions

Lesson 1, page 21

Lesson 9, page 88

Lesson 11, page 103

Lesson15, page 146

Lesson 27, page 262

Lesson 32, page 301 and 304

#### Represent mathematical ideas in concrete, pictorial, and symbolic forms

Lesson 3, page 17

Lesson 10, page 97 (Play store!)

Lesson 12, page 118

Lesson 13, page 125

Lesson 27, page 262

Lesson 29, page 279

Lesson 31, page 295

### Connecting/Reflecting

#### Reflect on mathematical thinking

Lesson 1, page 21

Lesson 9, page 93

Lesson 13, page 128

Lesson 32, page 301, 304

#### Connect mathematical concepts to each other and to other areas and personal interests

Supplementation Required

#### Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

Supplementation Required