Curriculum for Grade 2

Students master operations in the hundreds, perform exchanges confidently, and take first steps toward multiplication as they rely on number sense, place value understanding, and number flexibility.

MODULE 1. Sums and Differences to 20

Topic A: Foundations for Fluency with Sums and Differences Within 100

Students extend their understanding of addition and subtraction within 20. Use of base-10 blocks reinforces the concept of a "ten" to build place value understanding. Students move quickly from concrete models to more abstract equations. Students build their fluency with addition and subtraction facts, including those across a 10, by modeling the underlying concept of exchanging and memorizing number bonds of 10.

Balance the scales

Add or subtract weights from a scale to match a number on a present. Place the matching sum of weights on the right side to balance the scale. There are several weights with different numbers below the scale. If needed remove weights on the right side
Balance the scales

Identify a missing addend in equations with a sum of 10 and their turnaround facts

Complete equations for the sum of 10. First, a cube model is provided for the fact family in the equation. Then, two addition equations for the same fact family are given. Enter the missing addend in each equation
Identify a missing addend in equations with a sum of 10 and their turnaround facts

Match two addends to reach a sum of 10

Practice pairs of numbers that have a sum of 10. Out of 3 or 4 coins, select the two that add up to 10 to buy an item
Match two addends to reach a sum of 10

Record a model of base-10 blocks as two related equations that show subtraction from 10

Write addition and subtraction equations within a fact family of 10. A cube model is shown with a total of 10 cubes in two colors. Complete the addition equation represented by the model. Then complete one or two subtraction equations with the same facts
Record a model of base-10 blocks as two related equations that show subtraction from 10

Solve +/- equations within 10

Practice addition and subtraction within 10. Only the equations are given without any models
Solve +/- equations within 10

Solve +/- equations that include the number 10 (Part 1)

Solve addition or subtraction problems within 19 where one element is 10. Cube models are shown to offer assistance
Solve +/- equations that include the number 10 (Part 1)

Solve +/- equations that include the number 10 (Part 2)

Solve addition or subtraction problems within 19 where one element is 10. Just the equations are shown with no models
Solve +/- equations that include the number 10 (Part 2)

Add ones to numbers in the second ten using base-10 blocks

Add a 1-digit number to a number between 11 and 19. The 2-digit number is separated into tens and ones. Drag the additional ones to the ones column to help find the sum. Enter the total into the equation
Add ones to numbers in the second ten using base-10 blocks

Subtract from numbers 11-20 using base-10 blocks

Subtract a 1-digit number from a number between 11 and 19. The 2-digit number is separated into tens and ones. Pop the subtracted ones in the ones column to help find the difference. Enter the answer into the equation
Subtract from numbers 11-20 using base-10 blocks

Solve +/- equations that include a 2-digit number with sums and differences 11-19

Practice addition and subtraction within 11 to 19. Only the equations are given without any models
Solve +/- equations that include a 2-digit number with sums and differences 11-19

Topic B: Initiating Fluency with Addition and Subtraction Within 100

Students add and subtract with exchanging as represented by crossing a ten on the number line or making/breaking rods with base-10 blocks. Students use strategies such as "resting" on a round number to add or subtract across a ten or using 10 in place of 8 or 9 and adjusting their answer. Students build their fluency with +/- facts within 20. They work with equations with three addends.

Identify a missing single-digit addend to reach the next round number with and without a model of base-10 blocks

Find the single digit number that must be added for a total of 20. At first, cube models are provided to assist in finding the missing addend. Then, just the equations are given
Identify a missing single-digit addend to reach the next round number with and without a model of base-10 blocks

Identify a missing addend to reach a sum of 20 with and without a model of base-10 blocks

Enter the missing addend for a sum of 20. A pair of related equations make up each problem. Cube models are provided if assistance is needed
Identify a missing addend to reach a sum of 20 with and without a model of base-10 blocks

Solve +/- equations that do not cross a ten based on a number line model

Use a number line to solve addition problems with a 2-digit number plus a 1-digit number. Put the grasshopper at the 2-digit number and then move him the number of spaces indicated by 1-digit number. Enter the result into the equation
Solve +/- equations that do not cross a ten based on a number line model

Solve +/- equations within 100

Practice addition and subtraction within 100. The sums do not cross the tens
Solve +/- equations within 100

Model and solve +/- equations across 10 using base-10 blocks

Add or subtract across 10. Represent the numbers with cubes. For a sum, fill one tens rod and move the leftover ones. Enter the sum. For a difference, pop the subtracted cubes and enter the difference
Model and solve +/- equations across 10 using base-10 blocks

Solve +/- equations across 10 (Part 1)

Practice addition and subtraction across 10 without any models. Only the equations are given
Solve +/- equations across 10 (Part 1)

Solve +/- equations across 10 (Part 2)

Find sums and differences within 100 across tens. Enter the answer the equation. No models are given
Solve +/- equations across 10 (Part 2)

Solve +/- equations within 100

Practice addition and subtraction within 100 across tens. Enter the answer the equation. No models are given
Solve +/- equations within 100

MODULE 2. Addition and Subtraction of Length Units

Topic A: Understand Concepts About the Ruler

Students learn the basic principles of linear measure. They measure objects and line segments arranged horizontally, vertically, and randomly. They practice with increasingly abstract units of measure, from real objects to bricks to isolated centimeters to a centimeter ruler. Students learn to align an object to 0 on the ruler to measure length.

Count to measure lengths of objects in non-standard units

Measure the length of objects using building blocks as a non-standard unit. Choose an object and enter the length in number of blocks shown
Count to measure lengths of objects in non-standard units

Measure lengths of objects from endpoint to endpoint with no gaps or overlaps

Learn how to measure the length of objects using building blocks as a non-standard unit. The measuring units have to be laid correctly between the endpoints
Measure lengths of objects from endpoint to endpoint with no gaps or overlaps

Measure lengths of objects by laying non-standard units correctly

Measure the length of objects using building blocks as a non-standard unit. The measuring units have to be laid correctly between the endpoints. Then, enter the measurement
Measure lengths of objects by laying non-standard units correctly

Compare lengths measured in different non-standard units

Compare the lengths of two objects, using the shorter object as a non-standard unit of the longer item. Then, learn why using two similar non-standard unit can result in different length of the same object
Compare lengths measured in different non-standard units

Count to measure lengths of objects in centimeters

Learn to use the standard unit of centimeters to measure objects. Enter the length of objects using centimeter squares shown
Count to measure lengths of objects in centimeters

Measure lengths of objects aligned to a centimeter ruler

Measure the length of objects aligned to centimeter units. First, use centimeter squares to determine the length. Then, learn how to use a centimeter ruler
Measure lengths of objects aligned to a centimeter ruler

Align objects to a centimeter ruler to measure length

Learn how to measure the length of an object using a centimeter ruler. Line up the ruler with one endpoint of the object, then read where the other endpoint falls on the ruler. Enter the value of the length
Align objects to a centimeter ruler to measure length

Draw a line segment of a given length

Practice drawing a segment of a given length along a ruler
Draw a line segment of a given length

Measure side lengths of 2-D objects using a centimeter ruler

Use a centimeter ruler to measure two sides of shapes. The ruler is automatically placed along the side. Read off and enter the measurement
Measure side lengths of 2-D objects using a centimeter ruler

Topic B: Measure and Estimate Length Using Different Measurement Tools

Students explore the ruler to relate millimeters to centimeters. They then convert among millimeters, centimeters, decimeters, and meters using real objects as a frame of reference.

Topic C: Measure and Compare Lengths Using Different Length Units

Students apply their understanding of measurement to add and subtract lengths using a ruler. They solve the problems of measuring objects that aren't aligned to 0 on the ruler as well as objects that exceed the length of the ruler by using addition and subtraction.

Topic D: Relate Addition and Subtraction to Length

Represent change in length as addition or subtraction

Measure a length in centimeters, then increase or decrease the length by a given amount. Enter the original length and the final sum or difference
Represent change in length as addition or subtraction

Add three measurements to find the total length of a path

Select locations and find the sum of three distances. The distances in meters are given when the selection appears, so no measuring is required
Add three measurements to find the total length of a path

Count to determine length of an object that isn't aligned to 0 on a ruler

Learn how to measure a length in centimeters when the 0 of the ruler is not aligned to an endpoint. First, the skip counting between centimeters is provided. Then, just the ruler is shown below the object
Count to determine length of an object that isn't aligned to 0 on a ruler

Subtract to determine length of an object that isn't aligned to 0 on a ruler

Practice subtracting two measurements. First, a longer and a shorter bar are measured and the difference between their lengths is found. Then, a ruler whose 0 is not aligned to the endpoint of an object is used to the find the length by subtraction
Subtract to determine length of an object that isn't aligned to 0 on a ruler

Add or subtract length to solve a word problem

Solve word problems involving sums and differences of length measurements. Instructions are provided to label a diagram describing the problem to help set up the expression to solve
Add or subtract length to solve a word problem

Use a tape diagram to solve a +/- word problem involving length

Learn how to use a tape diagram to model a word problem involving lengths. Hints are given to help set up the diagram to create the correct expression to solve
Use a tape diagram to solve a +/- word problem involving length

Show the question/solution element of a word problem on a tape diagram and solve

Distinguish between a story and a math problem. Use a tape diagram to model a word problem involving lengths. Hints are given to help set up the diagram to create the correct expression to solve
Show the question/solution element of a word problem on a tape diagram and solve

Use a tape diagram to solve a missing addend word problem involving length

Practice setting up a word problem using a tape diagram. Instructions are provided to assist in creating the model of the lengths involving a missing addend
Use a tape diagram to solve a missing addend word problem involving length

Use a tape diagram to solve a missing subtrahend word problem involving length

Solve a word problem with two questions. Instructions are provided to assist in creating the model of the lengths involved in each part of the problem
Use a tape diagram to solve a missing subtrahend word problem involving length

MODULE 3. Place Value, Counting, and Comparison of Numbers to 1000

Topic A: Forming Base Ten Units of Ten, a Hundred, and a Thousand

Students apply their counting and place value skills to three-digit numbers to 200. They reinforce their understanding of a hundred using the base-10 flat, place value cards, and a set of filled ten-frames.

Topic B: Understanding Place Value Units of One, Ten, and a Hundred

Students apply their counting, reading, and place value skills to three-digit numbers. Students use the hundred chart as well as vertical and horizontal number lines to count forward and backward, identify missing numbers, and identify number names. Students address the challenging skill of counting across tens within a hundred and across a hundred. They strengthen their conceptual understanding of counting patterns and their ability to count mentally in the hundreds.

Determine a missing 3-digit round number on a number line and identify its written name (Part 1)

Learn to count by hundreds. First, select the names of the hundreds displayed on a number line. Then, enter all of the hundreds between 0 and 1000 on a number line going forwards and backwards
Determine a missing 3-digit round number on a number line and identify its written name (Part 1)

Determine a missing 3-digit round number on a number line and identify its written name (Part 2)

Practice counting by hundreds. Enter the missing hundred on a number line and select its name out of a choice of three options
Determine a missing 3-digit round number on a number line and identify its written name (Part 2)

Determine a missing 3-digit round number on a number line and identify its written name (Part 1)

Practice counting by hundreds. Enter the missing hundred on a number line and select its name out of a choice of three options
Determine a missing 3-digit round number on a number line and identify its written name (Part 1)

Position 3-digit round numbers, in both digits and words, on a vertical number line

Place the hundreds numbers in their correct location on the number line. First, the digits are given. Then, the names in words are given
Position 3-digit round numbers, in both digits and words, on a vertical number line

Count multiple hundreds crossing from nineties to hundreds based on a model of base-10 blocks

Learn how to represent multiples of 100 with base-10 blocks. State the number represented by layers of hundred-squares. Then, identify the number represented by the tens-rods and state the total
Count multiple hundreds crossing from nineties to hundreds based on a model of base-10 blocks

Determine a 3-digit total of base-10 blocks with and without a model of place value cards

State the 3-digit number represented by base-10 blocks. Identify each place value and enter the total
Determine a 3-digit total of base-10 blocks with and without a model of place value cards

Count across a ten using 3-digit numbers on a number line

Practice counting 3-digit numbers forwards across tens on a number line. Enter the three missing numbers on the number line
Count across a ten using 3-digit numbers on a number line

Count backward across a ten using 3-digit numbers on a number line

Practice counting 3-digit numbers backwards across tens on a number line. Enter the three missing numbers on the number line
Count backward across a ten using 3-digit numbers on a number line

Count forward and backward across a hundred using 3-digit numbers on a number line

Count 3-digit numbers forwards and backwards across hundreds on a number line. Enter the three missing numbers on the number line
Count forward and backward across a hundred using 3-digit numbers on a number line

Determine a missing 3-digit number on a number line and identify its written name

Find and name the missing 3-digit number on a number line. Enter the digits, then select the name out of three options
Determine a missing 3-digit number on a number line and identify its written name

Recognize equivalencies between ones, tens, hundreds, and a thousand using base-10 blocks

Learn the relationship between ones, tens, hundreds, and a thousand. Rename 10 ones as 1 ten, 10 tens as 1 hundred. Then, stack hundreds, counting by hundreds to 1000
Recognize equivalencies between ones, tens, hundreds, and a thousand using base-10 blocks

Topic C: Three-Digit Numbers in Unit, Standard, Expanded, and Word Forms

Students rely on solid place value understanding to focus on the relationship between a three-digit number and its constituent parts. They strengthen their recognition of written number names and begin working with numbers that have placeholder zeros.

Topic D: Modeling Numbers Within 1,000 with Place Value Disks

Students are introduced to the thousand cube base-10 block as they build their concept of a thousand. They also explore the relationships between ones, tens, hundreds, and thousands as well as the count sequence using familiar representations.

Recognize and represent 2-digit numbers as tens and ones (Part 1)

Decompose a 2-digit number into its place values. First, identify the number of tens and ones and put the place value label under each digit. Then, represent the number with coins labeled 10 and 1
Recognize and represent 2-digit numbers as tens and ones (Part 1)

Recognize and represent 2-digit numbers as tens and ones (Part 2)

Write the 2-digit number represented by a place value chart. Disks labeled 10 and 1 are displayed in a chart. State the total
Recognize and represent 2-digit numbers as tens and ones (Part 2)

Recognize and represent 3-digit numbers as hundreds, tens, and ones

Decompose a 3-digit number. First, label each digit and column with its place value label. Then represent the number with coins labeled 100, 10 and 1. Finally, reverse the process and state the 3-digit number
Recognize and represent 3-digit numbers as hundreds, tens, and ones

Recognize and represent 3-digit numbers with placeholder zeros as hundreds, tens, and ones

Decompose a 3-digit number. One of the place values is a placeholder 0. Represent the number with coins 100, 10 and 1. Then reverse the process and state the 3-digit. Compare the place values of a 2-digit and 3-digit numbers containing the same digits
Recognize and represent 3-digit numbers with placeholder zeros as hundreds, tens, and ones

Determine how many more ones, tens, or hundreds to reach the next ten, hundred, or thousand using a number line (Level 1)

Learn the relationship between ones, tens, hundreds, and thousands. Use a number line counting by ones, identify 10 ones as 1 ten. Similarly, use a number line and count by tens to rename 10 tens as 1 hundred and to rename 10 hundreds as 1 thousand
Determine how many more ones, tens, or hundreds to reach the next ten, hundred, or thousand using a number line (Level 1)

Convert among ones, tens, hundreds, and thousands using number and unit notation

Convert between ones, tens, hundreds, and thousands. Given 10, 100, or 1000, state how many of the other units are equivalent
Convert among ones, tens, hundreds, and thousands using number and unit notation

Convert among ones, tens, hundreds, and thousands using unit notation

Convert between ones, tens, hundreds, and thousands. Given 1 of any of the units, state how many of another unit are equivalent
Convert among ones, tens, hundreds, and thousands using unit notation

Recognize equivalencies between ones, tens, hundreds, and a thousand with and without base-10 blocks (Part 1)

Determine equivalencies between units of ones, tens, hundreds, and thousands. Given a unit in base-10 blocks, state how many cubes there are and choose a unit equivalency. Then complete a multiple-choice equivalency without the block model
Recognize equivalencies between ones, tens, hundreds, and a thousand with and without base-10 blocks (Part 1)

Recognize equivalencies between ones, tens, hundreds, and a thousand with and without base-10 blocks (Part 2)

Practice equivalencies between units of ones, tens, hundreds, and thousands. Enter the correct answer to an equivalency question
Recognize equivalencies between ones, tens, hundreds, and a thousand with and without base-10 blocks (Part 2)

Determine how many more ones, tens, or hundreds to reach the next ten, hundred, or thousand using a number line (Level 2)

State the number of ones, tens, or hundreds to reach the next ten, hundred, or thousand. Using a number line, identify how many units are needed to reach a specified endpoint from the starting point
Determine how many more ones, tens, or hundreds to reach the next ten, hundred, or thousand using a number line (Level 2)

Topic E: Comparing Two Three-Digit Numbers

Students develop their deep understanding of place value to compare and order three-digit numbers. They master common pitfalls, such as placeholder zeros and transposed numbers. Students move from using base-10 models and place value cards to visual recognition of number order and place value.

Use >, =, and < to compare a two-digit number with a three-digit numberUse >, =, and < to compare a two-digit number with a three-digit number

Compare 2 and 3 digit numbers using inequality symbols. First, sort 2-digit and 3-digit numbers into separate boxes. Then, represent a 2 and 3 digit number with base-10 blocks and compare their place values to determine their relationship. Finally, choose
Use >, =, and < to compare a two-digit number with a three-digit numberUse >, =, and < to compare a two-digit number with a three-digit number

Use >, =, and < to compare at the hundreds place based on a model of base-10 blocks

Compare two 3-digit numbers at the hundreds place. Base-10 block models are given for each number to assist with the comparison. Select the appropriate inequality symbol to place between the numbers
Use >, =, and < to compare at the hundreds place based on a model of base-10 blocks

Use >, =, and < to compare at the hundreds place with and without place value cards

Compare two 3-digit numbers at the hundreds place. The numbers are decomposed into place value cards to aid in the comparison. Then, compare the numbers without place value cards. Select the appropriate inequality symbol to place between the numbers
Use >, =, and < to compare at the hundreds place with and without place value cards

Use >, =, and < to compare at the tens place based on a model of base-10 blocks

Compare two 3-digit numbers at the tens place. Base-10 block models are given for each number to assist with the comparison. Select the appropriate inequality symbol to place between the numbers
Use >, =, and < to compare at the tens place based on a model of base-10 blocks

Use >, =, and < to compare at the tens and ones place based on place value cards

Compare two 3-digit numbers at the tens and ones place. The numbers are decomposed into place value cards to aid in the comparison. Select the appropriate inequality symbol until the relationship between the original numbers can be established
Use >, =, and < to compare at the tens and ones place based on place value cards

Use >, =, and < to compare at the hundreds and tens place

Practice comparing two 3-digit numbers. Mentally compare the hundreds and tens places, no decomposition is provided. Select the appropriate inequality symbol to place between the numbers
Use >, =, and < to compare at the hundreds and tens place

Use >, =, and < to compare numbers with placeholder zeros

Compare two 3-digit numbers that contain placeholder zeros. The numbers are decomposed into place value cards to aid in the comparison, but then just just the numbers are shown. Select the appropriate inequality symbol to place between the numbers
Use >, =, and < to compare numbers with placeholder zeros

Use >, =, and < to compare numbers with placeholder zeros based on a model of base-10 blocks

Compare two 3-digit numbers that contain placeholder zeros. Base-10 block models are given for each number to assist with the comparison. Select the appropriate inequality symbol to place between the numbers
Use >, =, and < to compare numbers with placeholder zeros based on a model of base-10 blocks

Use >, =, and < to compare numbers with similar digits

Practice comparing two 3-digit numbers that contain the same digits at different place values. No decomposition is provided. Select the appropriate inequality symbol to place between the numbers
Use >, =, and < to compare numbers with similar digits

Arrange numbers in ascending and descending order (Part 1)

Arrange 3-digit numbers in increasing or decreasing order. Identify three 3-digit numbers represented by place value charts. Then put those numbers in the specified order. Finally, three numbers to be ordered are given without models
Arrange numbers in ascending and descending order (Part 1)

Arrange numbers in ascending and descending order (Part 2)

Arrange 3-digit numbers in increasing or decreasing order. Three 3-digit numbers represented either in digits, written words, or place value amounts. Write each number in standard form, and then put those numbers in the specified order
Arrange numbers in ascending and descending order (Part 2)

Arrange two- and three-digit numbers in ascending order

Practice arranging numbers in increasing order. Three 3-digit numbers are give. Drag them into the correct order
Arrange two- and three-digit numbers in ascending order

Arrange three-digit numbers in ascending order (Level 1)

Put a set of five numbers in increasing order. Train cars with 2- or 3-digit numbers are scattered. Place them in the track in ascending order
Arrange three-digit numbers in ascending order (Level 1)

Arrange three-digit numbers in ascending order (Level 2)

Put a set of five numbers in increasing order. Train cars with 3-digit numbers are scattered. Place them in the track in ascending order
Arrange three-digit numbers in ascending order (Level 2)

Arrange three-digit numbers in ascending order (Level 3)

Arrange a set of five numbers in increasing order. Train cars with 3-digit numbers are scattered. Place them in the track in ascending order
Arrange three-digit numbers in ascending order (Level 3)

Topic F: Finding 1, 10, and 100 More or Less Than a Number

Students apply their knowledge of place value to compare numbers and complete counting patterns. They use multiple representations (base-10 blocks, numbered disks, and the number line) to support understanding, paying particular attention to working across place values.

Determine 1, 10, and 100 more or less than a given number based on a model of base-10 cubes

Add or subtract 1, 10, or 100 from a 3-digit number using a base-10 model. Identify the place values represented by the model to form to the first number. Then, a ones cube, tens rod, or 100 square is added or taken away. Enter the resulting number
Determine 1, 10, and 100 more or less than a given number based on a model of base-10 cubes

Determine 1, 10, and 100 more or less than a given number with and without a model of numbered disks (Part 1)

Add or subtract 1, 10, or 100 from a 3-digit number using place value disks. Add or take away the appropriate disk to represent the prompt. Enter the resulting number
Determine 1, 10, and 100 more or less than a given number with and without a model of numbered disks (Part 1)

Determine 1, 10, and 100 more or less than a given number with and without a model of numbered disks (Part 2)

Practice adding or subtracting 1, 10, or 100 from a 3-digit number. Enter the resulting number
Determine 1, 10, and 100 more or less than a given number with and without a model of numbered disks (Part 2)

Determine 1, 10, and 100 more or less than the same number

Practice adding or subtracting 1, 10, or 100 from a 3-digit number. Enter the resulting number
Determine 1, 10, and 100 more or less than the same number

Compare two numbers that differ by 1, 10, or 100 with and without a model of numbered disks

Add or subtract 1, 10, or 100 from a number. Three or four problem about the same 3-digit number are given. Enter the answers that result when taking one place value more or less, as specified
Compare two numbers that differ by 1, 10, or 100 with and without a model of numbered disks

Compare two numbers by stating whether one is 1, 10, or 100 more or less than the other

Compare two numbers that differ by 1, 10, or 100. Either identify the difference between the two numbers or state the number that is 1, 10, or 100 more or less than the given number
Compare two numbers by stating whether one is 1, 10, or 100 more or less than the other

Determine 1 or 10 more than a given number across place values with and without a model of numbered disks

Learn how to add across a place value using a disk model. Add the appropriate disk and rename a set of 10 to the next higher place value. Then, enter the resulting total
Determine 1 or 10 more than a given number across place values with and without a model of numbered disks

Determine 1 or 10 less than a given number across place values with and without a model of numbered disks

Learn how to subtract across a place value using a disk model. Rename a unit as the next lower place value to be able to subtract. Then, enter the resulting total
Determine 1 or 10 less than a given number across place values with and without a model of numbered disks

Count up and down by 1 in the hundreds with and without a model of numbered disks

Count up by 1 and down by 1 starting at any three-digit number without crossing tens. Begin by modeling the problem with a disk model in a place value chart, then count up or count down without the model
Count up and down by 1 in the hundreds with and without a model of numbered disks

Count up and down by 1 in the hundreds across tens with a model of numbered disks

Count up by 1 and count down by 1 starting at any three-digit number. Model adding or subtracting 1 with the disk model when counting past a multiple of 10
Count up and down by 1 in the hundreds across tens with a model of numbered disks

Count up and down by 10 in the hundreds with and without a model of numbered disks

Count up by 10 and count down by 10 starting at any three-digit number without crossing hundreds. Model adding or subtracting 10 with the disk model
Count up and down by 10 in the hundreds with and without a model of numbered disks

Count up and down by 10 in the hundreds across hundreds with a model of numbered disks

Count up by 10 and count down by 10 starting at any three-digit number. Model adding or subtracting 10 with the disk model when counting past a multiple of 100
Count up and down by 10 in the hundreds across hundreds with a model of numbered disks

Count up and down by 100 in the hundreds with and without a model of numbered disks

Count up by 100 and count down by 100 starting at any three-digit number. Model adding or subtracting 100 with the disk model
Count up and down by 100 in the hundreds with and without a model of numbered disks

Count up and down by 1 in the hundreds across tens

Practice counting up or down by ones starting at any three-digit number. Try to complete the problems before you lose all your lives!
Count up and down by 1 in the hundreds across tens

Count up by 10 in the hundreds across hundreds

Help a mouse get through a maze to the cheese by counting by tens starting at a three-digit number
Count up by 10 in the hundreds across hundreds

Count up and down by 100 in the hundreds

Help a mouse get to its rocket ship by counting by 100 starting at a three-digit number
Count up and down by 100 in the hundreds

Identify and complete counting patterns up and down by 1, 10, and 100 (Part 1)

Look at a pattern, and decide whether the pattern shows increasing by 1, 10, or 100, or decreasing by 1, 10, or 100. Then, fill in missing numbers in number patterns
Identify and complete counting patterns up and down by 1, 10, and 100 (Part 1)

Identify and complete counting patterns up and down by 1, 10, and 100 (Part 2)

Determine whether a pattern increases or decreases by 1, 10, or 100. Then fill in the missing numbers to complete the number pattern
Identify and complete counting patterns up and down by 1, 10, and 100 (Part 2)

MODULE 4. Addition and Subtraction Within 200 with Word Problems to 100

Topic A: Sums and Differences Within 100

Students practice strategies for solving 2-digit +/- problems with and without exchanging. They apply their knowledge of place value, addition and subtraction, and number flexibility to solve equations and non-traditional problems using familiar representations (base-10 blocks, place value cards, hundred chart, and equations). Using concrete manipulatives, they begin to solve problems that require exchanging.

Relate 1 more or less and 10 more or less to addition and subtraction (Part 1)

Find 1 more,1 less, 10 more, or 10 less than a given two-digit number. Then complete the related addition or subtraction problem
Relate 1 more or less and 10 more or less to addition and subtraction (Part 1)

Relate 1 more or less and 10 more or less to addition and subtraction (Part 2)

Find 1 more,1 less, 10 more, or 10 less than a given two-digit number. Then complete the related addition or subtraction problem
Relate 1 more or less and 10 more or less to addition and subtraction (Part 2)

Identify the rule for a +/- 1 or 10 counting pattern and continue the pattern (Part 1)

Look at a number pattern, and decide if it shows 1 more, 1 less, 10 more, or 10 less, then choose the addition or subtraction operation that can be used to make the pattern. Next, complete a pattern when you know the first number and you know the rule
Identify the rule for a +/- 1 or 10 counting pattern and continue the pattern (Part 1)

Identify the rule for a +/- 1 or 10 counting pattern and continue the pattern (Part 2)

Look at the first three terms in a number pattern, and decide whether the rule is +1, -1, +10, or -10. Then continue the pattern using the rule
Identify the rule for a +/- 1 or 10 counting pattern and continue the pattern (Part 2)

Record a 2-digit number as tens and ones

Practice place value concepts by breaking a two-digit number into tens and ones
Record a 2-digit number as tens and ones

Add a round number to a 2-digit number with and without using number bonds to add tens first

Add a two-digit number and a two-digit multiple of 10. Begin by using a number bond to break the first number into tens and ones, and adding the tens together. Then, solve these problems without the use of a number bond
Add a round number to a 2-digit number with and without using number bonds to add tens first

Subtract a round number from a 2-digit number with and without using number bonds to subtract tens first

Subtract a two-digit multiple of 10 from a two-digit number. Begin by using a number bond to break the first number into tens and ones, and subtract the tens, keeping any ones the same. Then, solve these problems without the use of a number bond
Subtract a round number from a 2-digit number with and without using number bonds to subtract tens first

Add and subtract 2-digit and round numbers including turnaround facts

Practice adding and subtracting two-digit multiples of 10 to and from two-digit numbers. See that the addends in an addition problem can be in any order, and the sum is the same
Add and subtract 2-digit and round numbers including turnaround facts

Add 2-digit numbers using place value cards to add tens and ones separately

Add two-digit numbers by adding tens and ones separately. The first few problems walk you through the steps, and the last few problems provide practice. None of the problems require regrouping
Add 2-digit numbers using place value cards to add tens and ones separately

Add 2-digit numbers with and without using number bonds to add on the tens first

Practice a strategy for adding two two-digit numbers. Break one of the numbers into tens and ones. Then add the tens to the other number, and finally add the ones to the other number
Add 2-digit numbers with and without using number bonds to add on the tens first

Subtract 2-digit numbers with and without using place value cards to subtract tens and ones separately

Subtract two-digit numbers by first breaking the numbers into tens and ones. The first few problems provide steps for using this strategy, and the last few problems allow you to practice the strategy on your own
Subtract 2-digit numbers with and without using place value cards to subtract tens and ones separately

Subtract 2-digit numbers with and without using number bonds to subtract the tens first

Practice a strategy for subtracting two two-digit numbers. Break the second number into tens and ones, then subtract the tens from the first number, and finally subtract the ones from the first number. No regrouping is required for these problems
Subtract 2-digit numbers with and without using number bonds to subtract the tens first

Add 2-digit numbers with and without exchanging using place value cards

Practice adding two two-digit numbers by adding the tens, adding the ones, and then adding these two sums. Some problems require regrouping
Add 2-digit numbers with and without exchanging using place value cards

Add 2-digit numbers with exchanging and without using number bonds

Practice adding two two-digit numbers by breaking the second number apart into tens and ones, and first adding the tens to the first number and then adding the ones. These problems require regrouping
Add 2-digit numbers with exchanging and without using number bonds

Subtract 2-digit numbers with and without exchanging using a model of base-10 blocks

Practice subtracting two-digit numbers using base-ten blocks as a model. Remove cubes and rods to represent the number being subtracted. The number of remaining cubes is the answer
Subtract 2-digit numbers with and without exchanging using a model of base-10 blocks

Subtract 2-digit numbers with exchanging using a model of base-10 blocks

Practice subtracting two-digit numbers using base-ten blocks as a model. Remove cubes and rods to represent the number being subtracted. The number of remaining cubes is the answer
Subtract 2-digit numbers with exchanging using a model of base-10 blocks

Subtract 2-digit numbers with exchanging with and without using number bonds

Practice subtracting two-digit numbers with and without regrouping and with and without using number bonds. Break the second number apart into tens and ones, and first subtract the tens from the first number and then subtract the ones
Subtract 2-digit numbers with exchanging with and without using number bonds

Topic B: Column Addition with Exchanging into the Tens

Students use familiar manipulatives to guide them into using column addition with understanding. They begin by using the strategy of adding all tens and all ones and then combining the two. Then, they move into 2- and 3-digit column addition with and without exchanging ones for a ten.

Represent and solve 2-digit addition problems without exchanging using a disk model

Represent two-digit addition problems with a disk model in a place value chart. Then use the model to find the sum. These problems do not require regrouping
Represent and solve 2-digit addition problems without exchanging using a disk model

Add 2-digit numbers without exchanging using place value cards to add tens and ones separately

Practice adding two two-digit numbers without regrouping by first adding the tens and then adding the ones and then adding the two sums
Add 2-digit numbers without exchanging using place value cards to add tens and ones separately

Solve 2-digit column addition without exchanging (Level 1)

Learn to add two two-digit numbers using the standard algorithm without regrouping. Practice setting up the problem by dragging the digits to the correct positions. Then add the numbers in each place value column, and write the result
Solve 2-digit column addition without exchanging (Level 1)

Solve 2-digit column addition without exchanging (Level 2)

Practice adding two two-digit numbers using the standard algorithm without regrouping. Practice setting up the problem by typing the digits in the correct positions. Then add the numbers in each place value column, and write the result
Solve 2-digit column addition without exchanging (Level 2)

Exchange into the tens using a disk model

Practice identifying numbers shown by disks in a place value chart. Recognize that when there are 10 ones, they can be exchanged for 1 ten
Exchange into the tens using a disk model

Add 2-digit numbers with and without exchanging using a disk model

Add two-digit numbers by representing the numbers using the disk model in a place value chart, and exchanging 10 ones for 1 ten when necessary. To find the sum, tell the total represented by the disks in the chart
Add 2-digit numbers with and without exchanging using a disk model

Add 2-digit numbers with exchanging using place value cards

Add two two-digit numbers by breaking the numbers apart into tens and ones. Add the ones first. If there are more than 9 ones, move the new 10 to the tens column, and then add the tens
Add 2-digit numbers with exchanging using place value cards

Solve 2-digit column addition with and without exchanging using a disk model

Add two two-digit numbers by using the standard algorithm and the disk model, both with and without regrouping. Find out how trading 10 ones for 1 ten in the place value chart is represented in the standard algorithm
Solve 2-digit column addition with and without exchanging using a disk model

Solve 2-digit column addition with and without exchanging (Level 1)

Add two two-digit numbers with regrouping using the standard algorithm. Support is given to guide you through the steps
Solve 2-digit column addition with and without exchanging (Level 1)

Solve 2-digit column addition with and without exchanging (Level 2)

Add two two-digit numbers with regrouping using the standard algorithm. Some support is given to guide you through the steps
Solve 2-digit column addition with and without exchanging (Level 2)

Solve 2-digit column addition with and without exchanging (Level 3)

Add two two-digit numbers both with and without regrouping using the standard algorithm. Set up the problem, add, and state the sum
Solve 2-digit column addition with and without exchanging (Level 3)

Solve 2- and 3-digit column addition with and without exchanging ones (Level 1)

Learn to add a three-digit number and a two-digit number with the standard algorithm with and without regrouping ones. Practice setting up the column addition by lining up digits with the same place value, then add
Solve 2- and 3-digit column addition with and without exchanging ones (Level 1)

Solve 2- and 3-digit column addition with and without exchanging ones (Level 2)

Practice solving two- and three-digit addition problems using the standard algorithm, both with and without regrouping ones
Solve 2- and 3-digit column addition with and without exchanging ones (Level 2)

Topic C: Column Subtraction with Exchanging into the Tens

Students use familiar manipulatives to guide them into using column subtraction with understanding. Students learn to determine whether or not an exchange is needed and, if so, how to do so with understanding. Then, they move into 2- and 3-digit column subtraction with and without exchanging a ten for ones.

Represent and solve 2-digit subtraction problems without exchanging using a disk model

Learn how to subtract two-digit numbers using the disk model in a place value chart without regrouping. Drag disks into the chart to represent the first number, then remove disks that represent the second number. The number of disks left is the answer
Represent and solve 2-digit subtraction problems without exchanging using a disk model

Subtract 2-digit numbers without exchanging using place value cards to subtract tens and ones separately

Subtract two-digit numbers without regrouping by breaking them apart into tens and ones, and subtracting the tens and ones separately. Then combine the remaining tens and ones to form the answer
Subtract 2-digit numbers without exchanging using place value cards to subtract tens and ones separately

Solve 2-digit column subtraction without exchanging

Subtract two-digit numbers using the standard algorithm without regrouping. First set up the problem, then subtract and record the answer
Solve 2-digit column subtraction without exchanging

Exchange a ten for ones using a disk model

To prepare for subtraction with regrouping ones, practice exchanging a ten for 10 ones using the disk model. Give the creature a certain number of ones disks. If there aren't enough ones disks to give away, then exchange a ten disk for 10 ones disks
Exchange a ten for ones using a disk model

Subtract 2-digit numbers with exchanging using a disk model

Subtract two-digit numbers with regrouping using the disk model. Exchange 1 tens disk for 10 ones disks so that there will be enough ones disks to subtract
Subtract 2-digit numbers with exchanging using a disk model

Subtract 2-digit numbers with exchanging using place value cards

Practice subtracting two-digit numbers with regrouping by breaking the numbers apart into tens and ones first. If there aren't enough ones to subtract, drag a ten from the tens column to the ones column. Then subtract and record the answer
Subtract 2-digit numbers with exchanging using place value cards

Solve 2-digit column subtraction with exchanging using a disk model

Practice two-digit subtraction with regrouping using the standard algorithm alongside the disk model in a place value chart. See the connection between the regrouping in the disk model and the steps in the standard algorithm
Solve 2-digit column subtraction with exchanging using a disk model

Solve 2-digit column subtraction with exchanging (Level 1)

Practice two-digit subtraction with regrouping using the standard algorithm. Each problem guides you through the steps of the standard algorithm
Solve 2-digit column subtraction with exchanging (Level 1)

Solve 2-digit column subtraction with exchanging (Level 2)

Practice two-digit subtraction with regrouping using the standard algorithm. Each problem provides hints to guide you through the steps of the standard algorithm
Solve 2-digit column subtraction with exchanging (Level 2)

Solve 2-digit column subtraction with and without exchanging

Subtract two-digit numbers using the standard algorithm both with and without regrouping, and record the answer
Solve 2-digit column subtraction with and without exchanging

Solve 2- and 3-digit column subtraction with and without exchanging ones (Level 1)

Subtract a two-digit number from a three-digit number both with and without regrouping. Each problem guides you through the steps of the algorithm
Solve 2- and 3-digit column subtraction with and without exchanging ones (Level 1)

Solve 2- and 3-digit column subtraction with and without exchanging ones (Level 2)

Subtract a two-digit number from a three-digit number both with and without regrouping. Can you solve all four problems before you run out of lives?
Solve 2- and 3-digit column subtraction with and without exchanging ones (Level 2)

Topic D: Column Addition with Exchanging into the Hundreds

Students build on their understanding of column addition and exchanging to move into the hundreds place. Disk models and step-by step prompting help ensure conceptual understanding and procedural fluency. A gradual release model helps students become independent with these multi-step problems.

Topic E: Column Subtraction with Exchanging into the Hundreds

Students build on their understanding of column subtraction and exchanging to move into the hundreds place. Step-by step prompting helps ensure conceptual understanding and procedural fluency. A gradual release model helps students become independent with these multi-step problems.

MODULE 5. Addition and Subtraction Within 1,000 with Word Problems to 100

Topic A: Mental Strategies for Addition and Subtraction Within 1,000

Students work with 2- and 3-digit round numbers to develop strategies for mental addition and subtraction. The first strategy teaches them to add on/subtract to the nearest hundred and then add on/subtract what's left. The second strategy teaches students to add on/subtract all of the hundreds and then add on/subtract all of the tens. Both strategies are supported by manipulatives such as a disk model and number line.

Add and subtract 3-digit numbers with no tens or ones

Add and subtract three-digit multiples of 100
Add and subtract 3-digit numbers with no tens or ones

Add 3-digit round numbers with and without using a disk model

Add a three-digit multiple of 10 and a three-digit multiple of 100, first using the disk model, and then without the model. See that adding a multiple of 100 to another three digit number means adding the hundreds digits together
Add 3-digit round numbers with and without using a disk model

Subtract 3-digit round numbers with and without using a disk model

Subtract a three-digit multiple of 100 from a three-digit multiple of 10, first using the disk model, and then without the model. See that subtracting a multiple of 100 from another three digit number means subtracting the hundreds digits
Subtract 3-digit round numbers with and without using a disk model

Add a 2-digit round number to a 3-digit round number by adding hundreds, tens, then ones

Add a three-digit multiple of 10 and a two-digit multiple of 10 by adding the tens digits
Add a 2-digit round number to a 3-digit round number by adding hundreds, tens, then ones

Add up to the next hundred with and without using a number line model

Place a 3-digit multiple of 10 on the number line. Then identify the next multiple of 100 that is greater than the number, and say how much you add to reach this multiple of 100. Next, complete similar problems but without using the number line model
Add up to the next hundred with and without using a number line model

Add a 2-digit number to a 3-digit number using the "Make the Next Hundred" strategy (Part 1)

Learn how to add a three-digit multiple of 10 and a two-digit multiple of 10 by using the make the next hundred strategy
Add a 2-digit number to a 3-digit number using the "Make the Next Hundred" strategy (Part 1)

Add a 2-digit number to a 3-digit number using the "Make the Next Hundred" strategy (Part 2)

Practice adding a three-digit multiple of 10 and a two-digit multiple of 10 by using the make the next hundred strategy
Add a 2-digit number to a 3-digit number using the "Make the Next Hundred" strategy (Part 2)

Add a 2-digit round number to a 3-digit round number using mental math

Practice adding a three-digit multiple of 10 and a two-digit multiple of 10 by using mental math. You may use the make the next hundred strategy, or any other strategy
Add a 2-digit round number to a 3-digit round number using mental math

Subtract a 2-digit round number from a 3-digit round number by subtracting hundreds, tens, then ones

Practice subtracting a two-digit multiple of 10 from a three-digit multiple of 10 without regrouping by subtracting the tens digits
Subtract a 2-digit round number from a 3-digit round number by subtracting hundreds, tens, then ones

Subtract to the next hundred with and without using a number line model

Place a 3-digit multiple of 10 on the number line. Then identify the next multiple of 100 that is less than the number, and say how much you subtract to reach this multiple of 100. Next, complete similar problems but without using the number line model
Subtract to the next hundred with and without using a number line model

Subtract a 2-digit number from a 3-digit number using the "Make the Previous Hundred" strategy (Part 1)

Learn how to subtract a two-digit multiple of 10 from a three-digit multiple of 10 by using the make the previous hundred strategy
Subtract a 2-digit number from a 3-digit number using the "Make the Previous Hundred" strategy (Part 1)

Subtract a 2-digit number from a 3-digit number using the "Make the Previous Hundred" strategy (Part 2)

Practice subtracting a two-digit multiple of 10 from a three-digit multiple of 10 by using the make the previous hundred strategy
Subtract a 2-digit number from a 3-digit number using the "Make the Previous Hundred" strategy (Part 2)

Subtract a 2-digit round number from a 3-digit round number using mental math

Practice subtracting a two-digit multiple of 10 from a three-digit multiple of 10 using mental math. You may use the make the previous hundred strategy, or any other strategy
Subtract a 2-digit round number from a 3-digit round number using mental math

Break a 3-digit number into hundreds and a 2-digit number

Practice breaking a three-digit number into hundreds and the remaining two-digit number. These problems don't require regrouping
Break a 3-digit number into hundreds and a 2-digit number

Add 3-digit numbers by adding on the hundreds first

Learn a strategy for adding two three digit numbers without regrouping by adding on the hundreds first, then adding the rest. Numbers used in the problems are all multiples of 10
Add 3-digit numbers by adding on the hundreds first

Add 3-digit numbers using mental math

Add two 3-digit numbers using mental math. Hints are given about how to complete the addition of the place values
Add 3-digit numbers using mental math

Add 3-digit numbers with exchanging by adding on the hundreds first

Practice adding two three-digit multiples of 10 without regrouping using mental math. You may use any strategy, including adding on hundreds first
Add 3-digit numbers with exchanging by adding on the hundreds first

Add 3-digit numbers with exchanging using mental math

Practice adding two three-digit multiples of 10 with regrouping using mental math. You may use any strategy, including first adding on hundreds, then adding on tens
Add 3-digit numbers with exchanging using mental math

Subtract 3-digit numbers by subtracting the hundreds first

Practice subtracting two-digit multiples of 10 without regrouping by first subtracting the hundreds then subtracting the tens
Subtract 3-digit numbers by subtracting the hundreds first

Subtract 3-digit numbers using mental math

Practice subtracting two-digit multiples of 10 without regrouping using mental math. You may use any strategy, including first subtracting the hundreds then subtracting the tens
Subtract 3-digit numbers using mental math

Subtract 3-digit numbers with exchanging by subtracting the hundreds first

Subtract three-digit multiples of 10 with regrouping by first subtracting hundreds and then subtracting tens
Subtract 3-digit numbers with exchanging by subtracting the hundreds first

Subtract 3-digit numbers with exchanging using mental math

Subtract three-digit multiples of 10 with regrouping using mental math. You can use any strategy, including first subtracting hundreds and then subtracting tens
Subtract 3-digit numbers with exchanging using mental math

Topic B: 3-Digit Column Addition

Students use column addition to add 3-digit numbers with one or more exchanges. A gradual release model helps students become independent with these multi-step problems.

Topic C: 3-Digit Column Subtraction

Students use column subtraction to subtract 3-digit numbers with one or more exchanges. A gradual release model helps students become independent with these multi-step problems.

MODULE 6. Foundations of Multiplication and Division

Topic A: Formation of Equal Groups

Students work with identical real-world objects to form equal groups given either the number of groups or the number of objects to put in each group. They also determine the number of groups, the number of objects in each group, and the total number of objects. Students relate repeated addition number sentences to visual representations of equal groups.

Create equal groups by dealing objects one by one into a given number of groups

Begin laying the foundation for multiplication. Practice dividing objects into two equal groups or four equal groups, then tell how many are in each group
Create equal groups by dealing objects one by one into a given number of groups

Create equal groups by putting objects into groups of a given size

Begin laying the foundation for multiplication. Practice placing objects into equal-sized groups and then telling how many groups there are
Create equal groups by putting objects into groups of a given size

Identify the number of groups and the number of objects in each group

Look at pictures of identical groups and identify the number of groups and the number of objects in each group
Identify the number of groups and the number of objects in each group

Determine the total number of objects in equal groups

Look at a picture of identical groups of objects, and use repeated addition to tell how many objects there are in all
Determine the total number of objects in equal groups

Compose a repeated addition sentence to represent equal groups and determine the total

Look at a picture of identical groups of objects. Write an addition sentence using repeated addition to find how many in all
Compose a repeated addition sentence to represent equal groups and determine the total

Compose and solve a repeated addition sentence based on equal groups (Part 1)

Look at a picture of identical sets of objects. Find the total number. For the first problems, the addition sentence is given. For the rest of problems, write the addition sentence using repeated addition, then type the total number
Compose and solve a repeated addition sentence based on equal groups (Part 1)

Compose and solve a repeated addition sentence based on equal groups (Part 2)

Look at a picture of identical groups of objects. Find the number in all using repeated addition. Create the addition sentence using repeated addition, then tell how many in all
Compose and solve a repeated addition sentence based on equal groups (Part 2)

Topic B: Arrays and Equal Groups

Students work with abstract objects in arrays to determine number of columns/rows, number of objects in each column/row, and total number of objects. They use repeated addition to represent arrays, looking at an array both as a set of rows and a set of columns.

Topic C: Rectangular Arrays as a Foundation for Multiplication and Division

Students move from a collection of objects arranged in an array to arrays composed of a grid of squares. As in the previous topic, they determine the number of objects in each column/row and the total number of objects, as well as using repeated addition to represent the array.

Describe a rectangular array by rows or columns using repeated addition (Part 1)

Describe a rectangular array of squares by naming the number of rows and the number in each row, or the number of columns and the number in each column. Then use repeated addition to tell how many in all
Describe a rectangular array by rows or columns using repeated addition (Part 1)

Describe a rectangular array by rows or columns using repeated addition (Part 2)

Describe a rectangular array of squares by naming the number of rows and the number in each row, or the number of columns and the number in each column. Then use repeated addition to tell how many in all
Describe a rectangular array by rows or columns using repeated addition (Part 2)

Describe a rectangular array by rows or columns using repeated addition (Part 3)

Describe a rectangular array of squares by naming the number of rows and the number in each row, or the number of columns and the number in each column. Then use repeated addition to tell how many in all
Describe a rectangular array by rows or columns using repeated addition (Part 3)

Create an array and label it using repeated addition (Level 1)

Use squares to build a rectangle with the given number of rows or columns and a given number of squares in each row or column, then write a repeated addition equation to show how many squares there are in all. The frame for the rectangle is given
Create an array and label it using repeated addition (Level 1)

Create an array and label it using repeated addition (Level 2)

Use squares to build a rectangle with the given number of rows or columns and a given number of squares in each row or column. Check your work after each column or row you build. Then write a repeated addition equation to show how many squares there are
Create an array and label it using repeated addition (Level 2)

Create an array and label it using repeated addition (Level 3)

Use squares to build a rectangle with a given number of rows or columns and a given number of squares in each row or column. Then write a repeated addition equation to show how many squares there are in all
Create an array and label it using repeated addition (Level 3)

Topic D: The Meaning of Even and Odd Numbers

Add two equal addends to get an even number sum

Learn that even numbers are the sum of two equal addends. State the number of items shown and then double the amount and state the total. then, practice finding the sums of equal addends
Add two equal addends to get an even number sum

Pair objects to determine whether the total is even

Count two sets of similar objects. Learn that pairing objects can determine if the total is even
Pair objects to determine whether the total is even

Determine whether a set of objects is even or odd

Identify whether the set of given objects is even or odd. Learn that when objects in a set cannot be paired, then the number is odd
Determine whether a set of objects is even or odd

Identify how addition pattern of +1 or +2 relates to even and odd

Learn how relationship between even and odd numbers happens by adding 1 or 2 to an even number
Identify how addition pattern of +1 or +2 relates to even and odd

Determine whether a hidden number on a number line is even or odd

Practice counting by 2s within one-, two-, or three-digit numbers. Identify the value of consecutive numbers on a number line and whether they are even or odd. Also, learn that zero is an even number
Determine whether a hidden number on a number line is even or odd

Identify even numbers as ones ending in 0, 2, 4, 6, or 8

Count by 2s to fill in a grid of even numbers to learn that all even numbers end in 0, 2, 4, 6, or 8. Then practice giving even numbers; one-, two-, or three-digit numbers are accepted
Identify even numbers as ones ending in 0, 2, 4, 6, or 8

Identify odd numbers as ones ending in 1, 3, 5, 7, or 9

Learn that all odd numbers end in 1, 3, 5, 7, or 9. Then practice entering odd numbers; one-, two-, or three-digit numbers are accepted
Identify odd numbers as ones ending in 1, 3, 5, 7, or 9

Identify 3-digit numbers as odd or even

Select either all even or all odd numbers out of a set of six 3-digit numbers
Identify 3-digit numbers as odd or even

MODULE 7. Problem Solving with Length, Money, and Data

Topic A: Displaying Measurement Data  

Students create simple line plots based on weight and length measurements. They answer questions based on line plots, including how many, what measurement, minimum, maximum, most common, least common, and total.

MODULE 8. Time, Shapes, and Fractions as Equal Parts of Shapes

Topic A: Composite Shapes and Fraction Concepts

Working with triangles and squares, students rotate shapes to fill a pattern. They learn that the number of pieces in the whole are called halves, thirds, fourths, and sixths based on the total number.

Topic B: Halves, Thirds, and Fourths of Circles and Rectangles

Students build upon their knowledge of halves, thirds, and fourths to answer more complex questions about fractional parts of shapes. They split shapes into given fractions, identify the size of fractional parts, and tell how many parts make a whole.

Topic C: Application of Fractions to Tell Time

Students begin with the basics of telling time - identifying the hour and minute hands on a clock, counting around the minutes on a clock, and telling time to the hour and half hour. They progress to telling time to 15 minutes and to 5 minutes, identifying noon and midnight, and using a.m. and p.m. Throughout, students use analog clocks, digital times, and words.

Read and write time to the hour

Students identify the hour hand on a clock and clocks that show the exact hour. They write the time to the exact hour as shown on a clock
Read and write time to the hour

Identify a half hour as 30 minutes and an hour as 60 minutes

Students count the minutes around the clock by 5s. They equate an hour to 60 minutes and half an hour to 30 minutes
Identify a half hour as 30 minutes and an hour as 60 minutes

Tell time to the half hour and write time to the hour

Students learn that 30 minutes past the hour is called "half past." They also identify the digital time that matches analog time to the half hour. Students write time to the exact hour as shown on a clock
Tell time to the half hour and write time to the hour

Tell time to quarter past and quarter to the hour

Students learn that 15 minutes past the hour is called "quarter past" and 15 minutes before the hour is called "quarter to." They also learn that when the hour hand is between numbers, the hour is the lesser number
Tell time to quarter past and quarter to the hour

Tell time to 15 minutes and show a given time on a clock

Students record the minute portion of the time shown on a clock. They choose the time in word form (such as "quarter past 7") to match the time shown on a clock. They move the hands of a clock to show a given time
Tell time to 15 minutes and show a given time on a clock

Tell time to 5 minutes

Students type the hour and minutes to tell the time shown on a clock
Tell time to 5 minutes

Identify midnight and noon

Students learn that a day is from midnight to midnight. They learn how the clock shows midnight and noon
Identify midnight and noon

Use a.m. and p.m. in telling time

Students learn to use a.m. and p.m. in telling time. They identify whether an event takes place in the a.m. or the p.m. They tell time on a clock and determine whether it's a.m. or p.m. based on a picture
Use a.m. and p.m. in telling time