In Mrs.

H’s Math Class We…

Dec, 2023 – Feb 9, 2024
The following are some of the key concepts taught during this time period:

Curriculum Objective: Represent and describe numbers to 1000, concretely,

pictorially and symbolically & demonstrate an understanding of addition (limited
to 1 and 2-digit numerals) with answers to 100 and the corresponding
subtraction.

Math Vocabulary:
Sum, difference, equation, equal (=), not equal (≠), fewer, fewest, least, less, more,
most, add, altogether, in total, plus (+), minus (-), subtract, take away, counting on,
digit, ones block, tens block, core, term, pattern, attribute(s), place value: ones,
tens, hundreds, thousands, ten frame, and tallies.

Adding and Subtracting 10:

Students practiced adding and subtracting by 10 by moving up or down a hundreds
chart. Students learned that the tens digit changes while the ones digit does not.
To add 9 to a one-digit number, subtract 1 from the number and then add 10. For
example: 9+6 = 10+5 = 15 OR 9+7 = 10+6 = 16

Also, students are learning to add and subtract 10 without using concrete
materials; and add three numbers by grouping the two that make 10 & find missing
numbers in addition and subtraction sentences (see examples below).
Rounding to the Nearest Ten (closest to)
Rounding means giving a number a nearby value. You might do this if you do not
need an exact number. In class, we have learned to look at the number and decide
which 10 it is the closest to. For example, when we look at the number 32, we look
at the digit in the ones column and know that the two indicates that the number is
closer to 30 than it is to 40. We use our 100 grid on the smartboard, which helps
us to visualize the numbers. When we touch a number on the grid it flips over and
becomes red. We can then see exactly where the number sits between the nearest
tens. A general rule that we use: if the digit in the ones place is 5 or more we
round up. If the digit in the ones place is 4 or less we round down.

Estimation
Students continue to learn that estimating means using the information that you
have to make a rough or approximate guess (number, measurement or calculation).
We learned that it is ok to be incorrect when estimating. Through our practice, we
are learning to recognize the difference between a reasonable and non-reasonable
estimation. When estimating the quantity of objects, we also learned that the size
of the object plays an important role to the overall amount. This is an ongoing
concept and we will continue to explore it throughout the rest of the year.

Mad Minutes
We have a set amount of time to add as many equations as possible. The amount is
not important, just the number of equations that are solved correctly. Students
have learned the term SUM and this is vocabulary that we use daily. They are
expected to know that it means the answer in an adding question.

Math Warm Up (formerly referred to as Calendar)

Base ten, ten frames, adding and subtracting with the sum or difference of today’s
calendar date (number), weather (data and probability), tallies, counting by 2s, 5s,
10s, 25s starting at any number, estimation, rounding to the nearest ten, money
and the value of Canadian coins are just some of the concepts reinforced during
this time.

Equal or not Equal ( = or ≠ )

Students have learned these symbols and we have discussed how to use them,
especially when writing equations in math e.g. 7+2=5+4 or 6+3≠ 4+4.
We spent quite some time discussing equalities (written in the form of equations,
and with balances or scales). This has been difficult concept to grasp and
hopefully, with time, we will begin to understand these concepts. We can identify
which numbers are greater, equal, not equal or less than a given number, and even
order the numbers (greatest to least or least to greatest). However, writing them
in the form of a sentence is a challenge (as represented above. Sample equations
have been provided for additional practice at the end of this letter).

Ordering Numbers
Students are learning to ordering numbers in ascending or descending order.
Students were given sets of numbers and were asked to order them from
“Greatest to Least” and “Least to Greatest” (largest-smallest, smallest-largest).

You can help reinforce the concept of “Greater than” and “Less than” with your
child by providing a set of numbers. Ask them to order the numbers in either
ascending or descending order (these are not terms that we use in class so be sure
to say from “Greatest to Least” or “Least to Greatest”.) Here are some sets to
practice with:

1. 4, 76, 59, 41, 89, 33

2. 6, 81, 27, 10, 42, 99
3. 12, 74, 62, 57, 85, 2
4. 72, 80, 66, 77, 102, 90, 85, 84, 34

Word Problems
Mrs. Lee had 17 apples at first. After buying a few more apples at the
supermarket, she put all the apples equally into 5 boxes. There were 4 apples in
each box. How many apples did Mrs. Lee buy at the supermarket?

You say this number when you count by 2s. You say the number when you count by
3s. You say the number when you count by 4s. The number is more than 20, but
less than 30. What is the number?

The houses on Park Street are numbered by tens. The first house on the street is
12. The next house is 22, and so on. The last house on the street is number 82.
Amy lives 2 houses before the last house. Craig lives three houses before Amy.
At what number do Amy and Craig live?
 Write a three-digit number that includes the digits 4 and 9. Place the digits so
that the 4 is worth more than the 9.
Next, write a four-digit number that includes the digits 0 and 7. Place the
digits so that the 0 is worth more than the 7.

At home practice (optional – this will not be marked, if handed in)

Adding & Subtracting 10

59 + 10 = ___9 75 + 10 = ___5
48 + 10 = ___8 23 + 10 = ___3
70 + 10 = 8___ 47 + 10 = 5___
13 + 10 = 2___ 81 + 10 = 9___
35 + 10 = ____ 9 + 10 = ____
68 + 10 = ____ 57 + 10 = ____
75 – 10 = ___5 48 – 10 = ___8
82 – 10 = ___2 59 – 10 = ___9
68 – 10 = ____ 80 – 10 = ____
14 – 10 = ____ 35 – 10 = ____

Which 2 sets makes a group of 10?

If you know the pairs that add to 10, you can add several addends
together by grouping them like this:

Here are some examples to practice:

(Circle the two numbers that make 10. Add)

4 + 7 + 3 = ___
9 + 3 + 1 = 10 + ___ = ____
9 + 6 + 4 = 10 + ___ = ____
7 + 5 + 3 = 10 + ___ = ____

If you know pairs that make 10, you also know pairs that make 20.

7 + ___ = 10 so: ___ + ___ = 20 and ___ + ___ = 20

___ + 6 = 10 so: ___ + ___ = 20 and ___ + ___ = 20

Equations that are a bit more challenging:

5 + 4 = 17 − ___ 4 + ___ = 10 – 1
4 + 2 = 9 − ___ 6 − 4 = 10 − ___
12 = 18 – ___ 3 = 10 − ___
14 − ___ = 9

Fill in the missing numbers:

12, ___, 22, 32, 42, ___, ___

47, 45, ___, 41, ___, 37, ___

Name the next odd number:

a) 51: ______ b) 65:______ c) 37: ______ d) 23: ______ e) 87______

Name the odd number before:

a) 49:_______ b) 27: ______ c)35:______ d) 63: ______ e) 79:_______

Write the number words for the following numbers:

15 _____________________ 28_____________________

36_____________________ 19_____________________

Write the following numbers in order from least to greatest:

142, 33, 7, 84, 14, 29, 58

Write the following numbers in order from greatest to least:

47, 86, 89, 23, 18, 68, 99

Represent the following numbers using base ten blocks:

58 74 12 124 1329
Another Area for practice is skip counting backwards: help your child count
backwards by 2s, 5s or 10s starting at a variety of different starting points

Count backwards by 2s starting at 41, ___, ___, ___, ____, ___

Count backwards by 5s starting at 65, ___, ___, ___, ____, ____

Count backwards by 10s starting at 70, ___, ___, ___, ____, ____

Count backwards by 10s starting at 45, ___, ___, ___, ____, ____

Count by 2s starting at 35, ___, 39, ____, ____, 45, ____

Count by 10s starting at 6, ___, 26, ____, 36, ____, 56, 66, _____

Count by 5s starting at 35, ____, 25, _____, 15, ____, ____

Count backwards by 2s starting at 131, ___, ___, ___, ____, ___

Count backwards by 5s starting at 75, ___, ___, ___, ____, ____

Count backwards by 10s starting at 200, ___, ___, ___, ____, ____

Count backwards by 10s starting at 95, ___, ___, ___, ____, ____

Write the next even number:

46 ____ 40 ____ 32 ____ 16 ____ 90 ____ 26 ____

Write the next odd number:

15 ____ 43 ____ 59 ____ 85 ____ 21 ____ 61 ____

Write the even number before:

____ 16 ____24 ____34 ____42 ____86

Write the odd number before:

____ 59 ____73 ____ 55 ____23 ____93

Name the months that come before these months:

September January

May July

What is the fifth day of the week?

How many Wednesdays are there in the month of March?

*You can use the above activities and change them to continue to challenge your
child. They are meant to be engaging and fun, not a struggle between parent and
child. If this is occurring, please stop and wait until your child feels more confident
in their mathematical development. Remember to store this document where you
can refer to it throughout the year.

Kind regards,
Mrs. Harris