Standard Form or Standard Notation
843,652

Expanded Form or Expanded Notation
800,000 + 40,000 + 3,000 + 600 + 50 + 2

Word Form
eight hundred forty-three thousand, six hundred fifty-two

How many Hundred Thousands?
How many Ten Thousands?

8 Hundred Thousands
4 Ten Thousands
3 Thousands
6 Hundreds
5 Tens
2 Ones

The 8 is in what place?
Hundred Thousand

What is the value of the 8?
800,000

When we round to the nearest tens, the answers will all be one of the following:
0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100

Any of the numbers in the ones place less than 5 round to the lesser ten.
Any of the numbers in the ones place equal to or greater than 5 round to the next higher ten.

Ex. 23~20 25~30 28~30

When we round a number in the hundreds to the nearest tens, the answers could possibly be one of the following:
889~890 123~120 666~670

When we round to the nearest hundreds, the answers will all be one of the following:
0, 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000

Any of the numbers in the tens place less than 50 round to the lesser hundred.
Any of the numbers in the tens place equal to or greater than 50 round to the next higher hundred.

Ex. 231~200 250~300 268~300 998~1000 43~0

to the nearest minute
to the nearest five minutes
to the nearest half hour
quarter til
quarter past

Students should know the basic addition and subtraction facts up to 18 by memory.

Students should be able to add 2, 3 and 4 digit numbers with and without regrouping.
We are also working on 2 and 3 digit subtraction with and without regrouping.

first, second, third, fourth. . .

Students will learn to show work for all word problems and also be able to use a problem solving board to practice organizing the info.

Franny bought 8 gold beads and 5 silver beads. How many beads did she buy in all?

Read the story problem.

After reading the question say, " How many what?"

Circle the word that would be the label for the problem. For this problem, it would be beads.

Go back and circle the important information.
8,5

Is there a clue in the question that tells the operation?
in all

Underline the clue.

Know the months in order
Can identify months by number
Example: What is the ninth month?

What day of the week is September 20?

What day is 5 days after the 21st of September?

Given a list of numbers, put them in order from least to greatest or greatest to least.

If given four clocks, read the time on each and then put the clocks in the correct order from earliest to latest or latest to earliest.
Example: If the four clocks read 9:00pm, 12:00pm, 7:00am, 3:00pm

The correct order for earliest to latest would be:
7:00am, 12:00pm, 3:00pm, 9:00pm

Students should be able to recognize and/or measure:
inches (in), feet (ft), yards (yd) and miles (mi)
millimeters (mm), centimeters (cm), decimeters (dm), meters (m), kilometers (km)

The distance around a figure

A triangle might be...
2 cm + 3 cm + 3 cm = 8 cm
The perimeter of this figure is 8 centimeters.

A square might be:
4in.+ 4in.+ 4in. + 4in. = 16in.

A rectangle might be:
10 m +4 m +10 m +4 m = 28 m

Students should be able to identify and give characteristics of the following shapes:
circle
triangle
square
rectangle
pentagon
hexagon
octagon
triangular prism
rectangular prism
cube
sphere
hemisphere
cone
pyramid
Students should know faces, corners or vertices, edges or sides, etc.

Bar Graphs and Pictographs
Reading and creating graphs, comparing and problem solving from information on graphs.

To be congruent figures should have the same size, same shape. They do not have to be facing the same direction.

Parts of a set or whole.

Patterns using numbers, shapes, etc.

Students must be able to identify the coins and know the amount of each.
Be able to count money and give change by counting up to the dollar and by subtracting.

We have been skip counting our 2's, 3's, 4's, 5's, and 10's so we will be able to transition into multiplication easier.
We have learned to multiply with 0's, 1's, 2's, 3's, 4's, 5's so far.
We know that multiplication and division are fact families.
Start learning 6's, 7's, 8', 9's.
2x3=6
3x2=6
6 divided by 3=2
6 divided by 2=3

Students should be able to pick out important information, cross out extra information, and do several steps to solve a problem.

more likely
less likely
equally likely