# January 3 - 5 Session

### GRADE 3: MODULE 4 - Multiplication and Area

Slide Deck for Grade 3 Module 3

South Carolina Support Document - Grade 3

Math Learning Center Apps

3.MDA.5 Understand the concept of area measurement.

• a. Recognize area as an attribute of plane figures;

• b. Measure area by building arrays and counting standard unit squares;

• c. Determine the area of a rectilinear polygon and relate to multiplication and addition.

### GRADE 4: MODULE 5 - Fraction Equivalence, Ordering, and Operations

Slide Deck for Grade 4 Module 3

South Carolina Support Document - Grade 4

Math Learning Center Apps

4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), a/b, is equivalent to a fraction, nΓa/nxb, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.

4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 and represent the comparison using the symbols >, =, or <.

4.ATO.5 Generate a number or shape pattern that follows a given rule and determine a term that appears later in the sequence.

4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

• a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation;

• b. Add and subtract mixed numbers with like denominators;

• c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

4.NSF.4 Apply and extend an understanding of multiplication by multiplying a whole number and a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100).

• a. Understand a fraction π/π as a multiple of 1/π ;

• b. Understand a multiple of π/π as a multiple of 1/π , and use this understanding to multiply a fraction by a whole number;

• c. Solve real-world problems involving multiplication of a fraction by a whole number (i.e., use visual fraction models and equations to represent the problem).

4.MDA.4 Create a line plot to display a data set (i.e., generated by measuring length to the nearest quarter-inch and eighth-inch) and interpret the line plot.

### GRADE 5: MODULE 4 - Multiplication and Division of Fractions and Decimal Fractions

Slide Deck for Grade 5 Module 3

Vocabulary Tic Tac Toe Template

South Carolina Support Document - Grade 5

Math Learning Center Apps

5.NSF.3 Understand the relationship between fractions and division of whole numbers by interpreting a fraction as the numerator divided by the denominator (i.e., π/π = π Γ· π).

5.NSF.4 Extend the concept of multiplication to multiply a fraction or whole number by a fraction.

• a. Recognize the relationship between multiplying fractions and finding the areas of rectangles with fractional side lengths;

• b. Interpret multiplication of a fraction by a whole number and a whole number by a fraction and compute the product;

• c. Interpret multiplication in which both factors are fractions less than one and compute the product.

5.NSF.5 Justify the reasonableness of a product when multiplying with fractions.

• a. Estimate the size of the product based on the size of the two factors;

• b. Explain why multiplying a given number by a number greater than 1 (e.g., improper fractions, mixed numbers, whole numbers) results in a product larger than the given number;

• c. Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number;

• d. Explain why multiplying the numerator and denominator by the same number has the same effect as multiplying the fraction by 1.

5.NSF.6 Solve real-world problems involving multiplication of a fraction by a fraction, improper fraction and a mixed number.

5.NSF.7 Extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations.

• a. Interpret division of a unit fraction by a non-zero whole number and compute the quotient;

• b. Interpret division of a whole number by a unit fraction and compute the quotient.

5.NSF.8 Solve real-world problems involving division of unit fractions and whole numbers, using visual fraction models and equations.

5.MDA.2 Create a line plot consisting of unit fractions and use operations on fractions to solve problems related to the line plot.

5.NSBT.7 Add, subtract, multiply, and divide decimal numbers to hundredths using concrete area models and drawings.

5.ATO.1 Evaluate numerical expressions involving grouping symbols (i.e., parentheses, brackets, braces).

5.ATO.2 Translate verbal phrases into numerical expressions and interpret numerical expressions as verbal phrases.

# January K - 2 Session

### KINDER: MODULE 4 - Number Pairs, Addition and Subtraction to 10

Slide Deck for Kinder Module 4

South Carolina Support Document - Kinder

GFletchy Counting Progression: Addition and Subtraction

Finger Counters by Marc Peyser

Splat

K.ATO.1 Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, and equations.

K.ATO.2 Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10.

K.ATO.3 Compose and decompose numbers up to 10 using objects, drawings, and equations.

K.ATO.4 Create a sum of 10 using objects and drawings when given one of two addends 1 β 9. (CCSS: K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.)

### GRADE 1: MODULE 3 - Ordering and Comparing Length Measurements as Numbers

Slide Deck for Grade 1 Module 3

South Carolina Support Document - Grade 1

How Big Is a Foot? (read aloud)

Math Learning Center Apps (Geo Board)

1.ATO.1 Solve real-world/story problems using addition (as a joining action and as a partpart-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions.

1.MDA.1 Order three objects by length using indirect comparison.

1.MDA.2 Use nonstandard physical models to show the length of an object as the number of same size units of length with no gaps or overlaps.

1.MDA.4 Collect, organize, and represent data with up to 3 categories using object graphs, picture graphs, t-charts and tallies.

### GRADE 2: MODULES 8 - Time, Shapes, and Fractions as Equal Parts of Shapes

Slide Deck for Grade 2 Modules 8

South Carolina Support Document - Grade 2

GFletchy Counting Progression: Fraction Comparison and Equivalence

2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m.

2.G.1 Identify triangles, quadrilaterals, hexagons, (and cubes). Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.

2.G.3 Partition squares, rectangles and circles into two or four equal parts, and describe the parts using the words halves, fourths, a half of, and a fourth of. Understand that when partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller as the number of parts increases.

The Math Curse

The Greedy Triangle

Online Tools:

Visnos Clock

Math Learning Center Apps (Geo Board)

U.S. Mint H.I.P. POCKET CHANGE KIDS SITE

# November K - 2 Session

### KINDER: MODULE 3 - Comparison of Length, Weight, Capacity and Numbers to 10

Slide Deck for Kinder Module 3

Shape People Images

South Carolina Support Document - Kinder

K.NS.7 Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies.

K.NS.8 Compare two written numerals up to 10 using more than, less than or equal to.

K.MDA.1 Identify measurable attributes (length, weight) of an object.

K.MDA.2 Compare objects using terms such as shorter/longer, shorter/taller, and lighter/heavier.

### GRADE 1: MODULE 2 - Introduction to place value through addition and subtraction within 20

Slide Deck for Kinder Module 2

South Carolina Support Document - Grade 1

Dr. Nickiβs Video on the Beaded Number Line

### GRADE 2: MODULEs 4 & 5 - addition and subtraction withIN 100, withIN 1,000

Slide Deck for Kinder Modules 4 and 5

South Carolina Support Document - Grade 2

Standards Explained: 2.ATO.1, 2.NSBT.5, 2.NSBT.6, 2.NSBT.7, 2.NSBT.8

Math Studio Talk: 2.NBT, 2.OA

# November 3 - 5 Sessions

Research Worth Reading from TurnonMathCC: Fractions

Standards Explained: 5.NSF.1, 5.NSF.2

Gr. 5 Module 3 Slide Deck

### Grade 4: Module 3 - Multiplication and Division

Research Worth Reading from TurnonMathCC: Multiplication and Division

GFletchy: Progression of Multiplication and Division

Standards Explained: 4.NSBT.5, 4.NSBT.6

Gr. 4 Module 3 Slide Deck

### Grade 3: Module 5 - Fractions

Research Worth Reading from TurnonMathCC: Fractions

Standards Explained: 3.NSF.1, 3.NSF.2, 3.NSF.3

Gr. 3 Module 5 Slide Deck

Chin Sen Bop Finger Multiplication

Fraction Bars w/ Dr. Bennett

True/False Hold-ups - Fractions