Students collect and represent data to identify patterns in sums and differences. They revisit addition and subtraction strategies while exploring these properties and solve an ancient Chinese puzzle. This unit begins a systematic review of the subtraction facts in small groups.
| EXPECTATIONS | |
|---|---|
| Use this list of expectations to assess students on the key concepts and skills in this unit. | |
| E1 | Make predictions and generalizations using tables and graphs. (Algebra 4) |
| E2* | Represent strategies for solving addition and subtraction problems using number lines, diagrams, and number sentences. |
| E3 | Identify patterns in sums and differences. (Algebra 4) |
| E4* | Recognize that the equal sign represents the relationship between two equal quantities. (Algebra 3) |
| E5* | Use strategies that apply the properties of addition to solve addition and subtraction problems (e.g., making tens, using tens, thinking addition, using doubles). (Algebra 4) |
| E6* | Use mental math strategies including using tens and thinking addition to solve the subtraction facts in Groups 1 and 2. |
| E7* | Determine the unknown number in an addition or subtraction sentence relating three whole numbers for the facts in Groups 1 and 2. (Algebra 3) |
| * Denotes Benchmark Expectation | |