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Below is the Go Math! curriculum.  This year we will be teaching chapter 6, following chapter 2 in an effort to build a stronger number sense before we begin chapter 3.  

 

Math

 

Chapter 1

  • I can use pictures to “add to” and find sums. (1.1)
  • I can use concrete objects to solve “adding to” addition problems. (1.2)
  • I can use concrete objects to solve “putting together” addition problems. (1.3)
  • I can use solving adding to and putting together situations using the strategy make a model. (1.4)
  • I can understand and apply the Additive Identity Property for Addition. (1.5)
  • I can explore the Commutative Property of Addition. (1.6)
  • I can model and record all the ways to put together numbers within 10. (1.7)
  • I can build fluency for addition within 10. (1.8)

Essential Vocabulary: addition sentence, is equal to =, plus +, sum, add, zero, addends, order


Chapter 2

  • I can use pictures to show “taking from” and find differences. (2.1)
  • I can use concrete objects to solve “taking from” subtraction problems. (2.2)
  • I can use concrete objects to solve “taking apart” subtraction problems. (2.3)
  • I can solve taking from and taking apart subtraction problems using the strategy make a model. (2.4)
  • I can compare pictorial groups to understand subtraction. (2.5)
  • I can model and compare groups to show the meaning of subtraction. (2.6)
  • I can identify how many are left when subtracting all or 0. (2.7)
  • I can model and record all of the ways to take apart numbers within 10. (2.8)
  • I can build fluency for subtraction within 10. (2.9)

Essential Vocabulary: minus, difference, subtraction sentence, subtract, compare, fewer, more

  

Chapter 3

  • I can understand and apply the Commutative Property of Addition for sums within 20. (3.1)
  • I can use count on 1, 2, or 3 as a strategy to find sums within 20. (3.2)
  • I can use doubles as a strategy to solve addition facts with sums within 20. (3.3)
  • I can use doubles to create equivalent but easier sums. (3.4)
  • I can use doubles plus 1 and doubles minus 1 as strategies to find sums within 20. (3.5)
  • I can use the strategies count on, doubles, doubles plus 1, and doubles minus 1 to practice addition facts within 20. (3.6)
  • I can use a ten frame to add 10 and an addend less than 10. (3.7)
  • I can use make a ten as a strategy to find sums within 20. (3.8)
  • I can use numbers to show how to use the make a ten strategy to add. (3.9)
  • I can use the Associative Property of Addition to add three addends. (3.10)
  • I can understand and apply the Associative Property or Commutative Property of Addition to add three addends. (3.11)
  • I can solve adding to and putting together situations using the strategy draw a picture. (3.12)

Essential Vocabulary: count on, doubles, double minus one, double plus one, make a ten

 

Chapter 4

  • I can use count back 1, 2, or 3 as a strategy to subtract. (4.1)
  • I can recall addition facts to subtract numbers within 20. (4.2)
  • I can use addition as a strategy to subtract numbers within 20. (4.3)
  • I can use make a 10 as a strategy to subtract. (4.4)
  • I can subtract by breaking apart to make a ten. (4.5)
  • I can solve subtraction problem situations using the strategy act it out. (4.6)

Essential Vocabulary: count back

 

Chapter 5

  • I can solve addition and subtraction problem situations using the strategy make a model. (5.1)
  • I can record related facts within 20. (5.2)
  • I can identify related addition and subtraction facts within 20. (5.3)
  • I can apply the inverse relationship of addition and subtraction. (5.4)
  • I can use related facts to determine unknown numbers. (5.5)
  • I can use a related fact to subtract. (5.6)
  • I can choose an operation and strategy to solve an addition or subtraction word problem. (5.7)
  • I can represent equivalent forms of numbers using sums and differences within 20. (5.8)
  • I can determine if an equation is true or false. (5.9)
  • I can add and subtract facts within 20 and demonstrate fluency for addition and subtractions within 10. (5.10)

Essential Vocabulary: related facts

 

Chapter 6

  • I can count by ones to extend a counting sequence up to 120. (6.1)
  • I can count by tens from any number to extend a counting sequence up to 120. (6.2)
  • I can use models and write to represent equivalent forms of ten and ones. (6.3)
  • I can use objects, pictures, and numbers to represent a ten and some ones. (6.4)
  • I can use objects, pictures, and numbers to represent tens. (6.5)
  • I can group objects to show numbers to 50 as tens and ones. (6.6)
  • I can group objects to show numbers to 100 as tens and ones. (6.7)
  • I can solve problems using the strategy make a model. (6.8)
  • I can read and write numerals to represent a number of 100 to 110 objects. (6.9)
  • I can read and write numerals to represent a number of 110 to 120 objects. (6.10)

Essential Vocabulary: digit, ones, ten, hundred

 

Chapter 7

  • I can model and compare two-digit numbers to determine which is greater. (7.1)
  • I can model and compare two-digit numbers to determine which is less. (7.2)
  • I can use symbols for is less than “<”, i="">is greater than “>”, and is equal to “=” to compare numbers. (7.3)
  • I can solve problems using the strategy make a model. (7.4)
  • I can identify numbers that are 10 less or 10 more than a given number. (7.5)

Essential Vocabulary: is great than >, is less than <

 

Chapter 8

  • I can add and subtract within 20. (8.1)
  • I can draw a model to add tens. (8.2)
  • I can draw a model to subtract tens. (8.3)
  • I can use a hundred chart to find sums. (8.4)
  • I can use concrete models to add ones or tens to a two-digit number. (8.5)
  • I can make a ten to add a two-digit number and a one-digit number. (8.6)
  • I can use tens and ones to add two-digit numbers. (8.7)
  • I can solve and explain two-digit addition word problems using the strategy draw a picture. (8.8)
  • I can add and subtract within 100, including continued practice with facts within 20. (8.9)

Essential Vocabulary: NA

Chapter 9

  • I can order objects by length. (9.1)
  • I can use the Transitivity Principle to measure indirectly. (9.2)
  • I can measure length using nonstandard units. (9.3)
  • I can make a nonstandard measuring tool to measure length. (9.4)
  • I can solve measurement problems using the strategy act it out. (9.5)
  • I can write times to the hour shown on analog clocks. (9.6)
  • I can write times to the half hour shown on analog clocks. (9.7)
  • I can tell times to the hour and half hour using analog and digital clocks. (9.8)
  • I can use the hour hand to draw and write times on analog and digital clocks. (9.9)

Essential Vocabulary: longest, shortest, hour hand, half hour, hour, minute hand, minutes

 

Chapter 10

  • I can analyze and compare data shown in a picture graph where each symbol represents one. (10.1)
  • I can make a picture graph where each symbol represents one and interpret the information. (10.2)
  • I can analyze and compare data shown in a bar graph. (10.3)
  • I can make a bar graph and interpret the information. (10.4)
  • I can analyze and compare data shown in a tally chart. (10.5)
  • I can make a tally chart and interpret the information. (10.6)
  • I can solve problem situations using the strategy make a graph. (10.7)

Essential Vocabulary: picture graph, bar graph, tally chart, tally mark

 

Chapter 11

  • I can identify and describe three-dimensional shapes according to defining attributes. (11.1)
  • I can compose a new shape by combining three-dimensional shapes. (11.2)
  • I can use composite three-dimensional shapes to build new shapes. (11.3)
  • I can identify three-dimensional shapes used to build a composite shape using the strategy act it out. (11.4)
  • I can identify two-dimensional shapes on three-dimensional shapes. (11.5)

Essential Vocabulary: cone, cube, curved surface, cylinder, flat surface, rectangular prism, sphere

 

Chapter 12

  • I can use defining attributes to sort shapes. (12.1)
  • I can describe attributes of two-dimensional shapes. (12.2)
  • I can use objects to compose new two-dimensional shapes. (12.3)
  • I can compose a new shape by combining two-dimensional shapes. (12.4)
  • I can make new shapes from composite two-dimensional shapes using the strategy act it out. (12.5)
  • I can decompose combined shapes into shapes. (12.6)
  • I can decompose two-dimensional shapes into parts. (12.7)
  • I can identify equal and unequal parts (or shares) in two-dimensional shapes. (12.8)
  • I can partition circles and rectangles into two equal shares. (12.9)
  • I can partition circles and rectangles into four equal shares. (12.10)

Essential Vocabulary: circles, rectangles, sides, square, triangles, vertices, hexagon, trapezoid, equal parts, equal shares, unequal parts, unequal shares, half of, halves, fourth of, fourths, quarter of, quarters


Wingdale Elementary School   6413 Route 55   Wingdale, NY 12594   Phone: (845) 877-5720   Fax: (845) 877-5729

The Dover Union Free School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities.  
The following people have been designated to handle inquiries regarding the non-discrimination policies:

Donna Basting, Assistant Superintendent for Curriculum, Staff Development, and Technology
2368 Route 22, Dover Plains, NY  12522
845-877-5700 x1233 

Genie Angelis, High School Principal
2368 Route 22, Dover Plains, NY  12522
845-877-5700 x1143

For further information on notice of non-discrimination, visit http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the office that serves your area, or call 1-800-421-3481.

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