For the week of We will be benchmark testing this nine weeks. Please refer to all the review sheets that were sent home before the holidays and previous math postings. Some of the harder standards are the “how many more” questions – in word problems and in tally graphs. Make sure they remember to cross off to subtract those problems. Another tricky one are the questions as follows 10- 1= Please be sure when you are practicing these questions that your child is actually working them out not guessing whether they are true or not.

MCC1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MCC1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. ****Remind your child when they traced their body and used something from the classroom to measure it. MCC1.MD.3 Tell and write time in hours and half hours using analog and digital clocks. MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. *****another question that they like to use is how many people voted on the graph. (that would be the total number of tallies) MCC1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. The biggest mistake that students make with this standard is when they have a “how many more” problem and do not subtract or cross out their circles. For example. Jill had 5 apples. Gabe had 2 apples. How many more apples did Jill have? Have your child first circle the numbers in the problem and then underline the “magic words”. For this problem the magic word would be how many more because it tells the student that they will be subtracting. MCC1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawing, and equations with a symbol for the unknown number to represent the problem. Sally has 3 oranges, 2 apples and 1 grapefruit. How many pieces of fruit does she have in all? Make sure that you have your child draw the circles to represent the fruit. They will be less likely to miss add the problem if they are able to draw it out

MCC1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add to.) They will probably give them a number line and a number sentence such as 2+3=? a. 1,2,3 b. 3,4,5 c. 4,5,6 ****** The correct answer would be B because if you count on a number line from 2 and add on 3 you will count four, five, six to get your answer. MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g.,13−4 = 13–3–1 = 9 ); using the relationship between addition and subtraction (e.g., knowing that 8+4=12, one knows that 12−8=4); and creating equivalent but easier known sums (e.g., adding 6+7 by creating the known equivalent = 12+2 = 13). A lot of students are not wanting to work these questions all the way out. They are just guessing if the answer is right or not. Make sure your child is working out these problems when practicing. MCC1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6=6, 7=8−1, 5+2=2+5, 4+1=5+2. This is another place that they are not wanting to work out the problems for example 1+2+3=5-1 they need to add the and show that it equals 6 and then work out the 5-1 and show that it equals 4. So they will end up with 6=4 False

12/09/13 1.Jack has 3 oranges, 2 apples and 5 peaches. How many pieces of fruit does he have in all? = What related addition sentence can be made from this subtraction sentence. 5-3=2 (remember to look at the numbers) a. 5-1=4 b. 2+3= =4+5+1 True or False 5.Count back to subtract. 4-2 a. 2,3 b. 3,2 6.Use doubles to help add 7+8; a. 5+5 b. 9+9 c.7+7 Ipad addition/subtraction hart/ hart/

12/10/13 1.Sarah has 10 puppies in the yard. 6 of the puppies ran inside the house. How many puppies are still in the yard? 2.Please draw a picture to represent. 2+3= 3.What related subtraction sentence can be made from this addition sentence. 3+6=9 (remember to look at the numbers) a. 9-2=7 b. 9-6=3 4.50=50 True or False 5.Count on to add. 5+3 a. 2,3,4 b. 5,6, =4+5+1 True or False 7.Use doubles to help add 9+10; a. 5+5 b. 9+9 c.7+7

12/11/13 1.There were 5 cows, 3 horses and 2 pigs in the pasture. How many animals in all were in the pasture? =6-2 3.What related subtraction sentence can be made from this addition sentence. 2+4=6 (remember to look at the numbers) a. 6-4=2 b. 6-5= =11-5 True or False 5.Count on to add. 8+2 a. 2,3 b. 9,10 6.Use doubles to help add 5+6; a. 5+5 b. 9+9 c htm

12/12/13 1.The class voted 10 people like chocolate the best. 6 people voted they liked vanilla the best. How many more people voted that they like chocolate the best? 2.5-1= What related addition sentence can be made from this subtraction sentence. 5-3=2 (remember to look at the numbers) a. 5-1=4 b. 2+3= =4+5+1 True or False 5.Count on to add. 2+3 a. 2,3 b. 3,4,5 6.Use doubles to help add 8+9; a. 5+5 b. 9+9 c /games/flea11.html