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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