# 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

#### addition and subtraction to 100

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