Math-U-See

Math-U-See: Beta

number concepts to 100

Number concepts to 100:

Lesson 1: Place Value and the Manipulatives

Lesson 2: Sequencing

Lesson 3: Inequalities

Lesson 4: Rounding to Ten and Estimation

Lesson 5: Multiple Digit Addition and Place Value Notation

Lesson 6: Skip Count by 2

Lesson 7: Addition with Regrouping (Carrying)

Lesson 8: Skip Count by 10, 10¢ = 1 Dime, 1¢ = 1 Penny

Lesson 9: Skip Count by 5, 5¢ = 1 Nickel

Lesson 10: Money: Decimal Point and Dollars

Lesson 11: Rounding to Hundreds, Multiple Digit Addition with Regrouping

Lesson 27: Subtraction, Money

benchmarks of 25, 50, and 100 and personal referents

Benchmarks of 25, 50, and 100 and personal referents:

Supplementation Required

addition and subtraction facts to 20 (introduction of computational strategies)

Addition and subtraction facts to 20 (introduction of computational strategies):

Lesson 5: Multiple Digit Addition and Place Value Notation

Lesson 27: Subtraction, Money

Lesson 3: Inequalities

Lesson 5: Multiple Digit Addition and Place Value Notation

Lesson 6: Skip Count by 2

Lesson 7: Addition with Regrouping (Carrying)

Lesson 8: Skip Count by 10, 10¢ = 1 Dime, 1¢ = 1 Penny

Lesson 9: Skip Count by 5, 5¢ = 1 Nickel

Lesson 10: Money: Decimal Point and Dollars

Lesson 11: Rounding to Hundreds, Multiple Digit Addition with Regrouping

repeating and increasing patterns

Repeating and increasing patterns:

Lesson 2: Sequencing

Lesson 6: Skip Count by 2

Lesson 25: Ordinal Numbers, Tally Marks, Days and Months

Lesson 29: Reading Gauges and Thermometers

Lesson 30: Bar Graphs and Line Graphs

change in quantity, using pictorial and symbolic representation

Change in quantity, using pictorial and symbolic representation:

Lesson 25: Ordinal Numbers, Tally Marks, Days and Months

Lesson 29: Reading Gauges and Thermometers

Lesson 30: Bar Graphs and Line Graphs

symbolic representation of equality and inequality

Symbolic representation of equality and inequality:

Lesson 3: Inequalities

direct linear measurement, introducing standard metric units

Direct linear measurement, introducing standard metric units:

Lesson 14: Measurement, 12 Inches = 1 Foot

multiple attributes of 2D shapes and 3D objects

Multiple attributes of 2D shapes and 3D objects:

Supplementation Required

pictorial representation of concrete graphs, using one-to-one correspondence

Pictorial representation of concrete graphs, using one-to-one correspondence:

Lesson 29: Reading Gauges and Thermometers

Lesson 30: Bar Graphs and Line Graphs

likelihood of familiar life events, using comparative language

Likelihood of familiar life events, using comparative language:

Supplementation Required

financial literacy — coin combinations to 100 cents, and spending and saving

Financial literacy — coin combinations to 100 cents, and spending and saving:

Lesson 27: Subtraction, Money

Curricular Competencies

Reasoning/Analyzing

Use reasoning to explore and make connections

Supplementation Required

Estimate reasonably

Lesson 4: Rounding to Ten and Estimation

Develop mental math strategies and abilities to make sense of quantities

• This learning outcome can be an extension from skip counting as students learn to count forward and backward as it is applied to adding and subtracting/multiplication/grouping

Model mathematics in contextualized experiences

Supplementation Required

Understanding/Solving

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

Supplementation Required

Visualize to explore mathematical concepts

Supplementation Required

Develop and use multiple strategies to engage in problem solving

Supplementation Required

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

• Telling time/discussing relevant, everyday practices as well as math concepts related to money

Communicating/Representing

Communicate mathematical thinking in many ways

Supplementation Required

Use mathematical vocabulary and language to contribute to mathematical discussions

Supplementation Required

Explain and justify mathematical ideas and decisions

Supplementation Required

Represent mathematical ideas in concrete, pictorial, and symbolic forms

Supplementation Required

Connecting/Reflecting

Reflect on mathematical thinking

Supplementation Required

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

• Telling time/money concepts and applying them /discussing relevant, everyday practices

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

Supplementation Required