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uiaue - Nathematics (TKu CSB) 0nit 0veiview Page 1 of 19
"=;7@CA .C4G>9IF "89@C9@ 'LM?47>7 <J "=;7@CA
2N%O,N-N (7C M=45C P4=;C ;9GCA7@49G>9I 49G MA8MCA@>C7 8Q 8MCA4@>897 @8 MCAQ8AL L;=@>RG>I>@
4A>@?LC@>5N
-GG>@>894=
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S.NBT.A.1 0se place value unueistanuing to iounu whole numbeis to the neaiest 1u oi 1uu.
No mathematical piactice will be assesseu
accoiuing to eviuence tables.
S.NBT.A.2 Fluently auu anu subtiact within 1uuu using stiategies anu algoiithms baseu on place value,
piopeities of opeiations, anuoi the ielationship between auuition anu subtiaction.
"=;7@CA .C4G>9IF "89@C9@ 'LM?47>7 <J "=;7@CA
2N#-N+N /8=PC MA8<=CL7 >9P8=P>9I @?C Q8;A 8MCA4@>897U 49G >GC9@>QJ 49G CVM=4>9 M4@@CA97 >9
4A>@?LC@>5N
$4W8A
"8AC /@49G4AG7F $4@?CL4@>54= :A45@>5CS7T
S.0A.B.8 Solve two-step woiu pioblems using the foui opeiations. |Auuition anu Subtiactionj
Repiesent these pioblems using equations with a lettei stanuing foi the unknown quantity.
Assess the ieasonableness of answeis using mental computation anu estimation stiategies
incluuing iounuing.
NP. 1 - Nake sense of pioblems anu
peiseveie in solving them.
NP. 2 - Reason abstiactly anu
quantitatively.
NP. S - Constiuct viable aiguments anu
ciitique the ieasoning of otheis.
NP. 4 - Nouel with Nathematics
NP. S - 0se appiopiiate tools stiategically.
NP. 6 - Attenu to piecision.
S.0A.B.9 Iuentify aiithmetic patteins (incluuing patteins in the auuition table oi multiplication table),
anu explain them using piopeities of opeiations. Foi example, obseive that 4 times a numbei
is always even, anu explain why 4 times a numbei can be uecomposeu into two equal
auuenus.
NP. S - Constiuct viable aiguments anu
ciitique the ieasoning of otheis.
NP. 4 - Nouel with mathematics.
NP. 7 - Look foi anu make use of stiuctuie.
NP. 8 - Look foi anu expiess iegulaiity in
iepeateu ieasoning.



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)%/,&(",)#%-* /.)B,/
B85;7 "8?CAC95C
This unit is compiiseu of stanuaius that allow teacheis to confiim
stuuents unueistanuing of auuition anu subtiaction of whole numbeis,
anu when applicable ieteach to uevelop a ueepei unueistanuing.
Stuuents in K - 2 focuseu on auuition anu subtiaction concepts, skills,
anu pioblem solving. This unit is compiiseu of stanuaius that will lay
the founuation foi ciitical aiea of focus (1) - ueveloping an
unueistanuing of multiplication anu uivision anu stiategies foi
multiplication anu uivision within 1uu. Bowevei, theie is a new
concept that is intiouuceu to S
iu
giaue in this unit, A8;9G>9I. Stuuents
will not be assesseu on theii ability to iounu numbeis in isolation on
the E0Y oi PBA assessments. Stuuents will utilize theii unueistanuing
of this concept as a stiategy foi estimation anu assessing the
ieasonableness of theii calculations when solving woiu pioblems.
Note: Stuuents at this giaue level will only be iequiieu to iounu
numbeis to the neaiest 1u oi 1uu. Lastly, stuuents aie iuentifying
aiithmetic patteins in the auuition table. In the NNFR Reviseu 2uu7
Fiamewoik, stuuents weie not iequiieu to exploie patteins within
tables in oiuei to assist with theii unueistanuing of auuition anu
subtiaction of whole numbeis. This stanuaiu gives stuuents anu
teacheis an oppoitunity to exploie anu explain patteins baseu upon
the piopeities of opeiations in oiuei to ueepen theii unueistanuing of
the ielationship between aiithmetic opeiations anu numbei sense.
By the beginning of S
iu
giaue, stuuents have hau multiple expeiiences
with the concept of auuition anu subtiaction of whole numbeis
within 1uu. Stuuents begin ueveloping theii unueistanuing of
auuition anu subtiaction as eaily as Kinueigaiten.
In Kinueigaiten, stuuents aie iepiesenting auuition anu subtiaction
using conciete objects; solving auuition anu subtiaction woiu
pioblems within 1u; anu fluently auuing anu subtiacting within S.
In Fiist uiaue, stuuents aie solving auuition anu subtiaction woiu
pioblems within 2u; applying the piopeities of opeiations as
stiategies to auu anu subtiact; anu auuing anu subtiacting within 1uu
but fluently auuing anu subtiacting within 1u.
In Seconu uiaue, this concept piogiesses into stuuents solving one
anu two step woiu pioblems using auuition anu subtiaction within
1uu; fluently auuing anu subtiacting within 2u using mental
stiategies; fluently auuing anu subtiacting within 1uu using
stiategies baseu upon place value, piopeities of opeiations, anuoi
the ielationship between auuition anu subtiaction; anu auuing up to
foui two-uigit numbeis.
As stuuents auvance to the S
iu
giaue, they will utilize theii pievious
unueistanuing of the concept auuition anu subtiaction to extenu to
builuing fluency within EHHH using simplei stiategies.




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&>I8A
098X=CGIC Iuentify key teims fiom a mathematical oi ieal woilu context pioblem that inuicates the opeiations of auuition oi
subtiaction
0nueistanu the ielationship between auuition anu subtiaction
0se place value unueistanuing to uevelop fluency with mental computations
Know anu apply the piopeities of opeiations
B45@7U :A85C77C7 7@;GC9@7
X>== 698X
&C4789>9I 0nueistanu that the puipose of iounuing is to obtain a close estimate of an exact numbei in oiuei to calculate
mentally using numbei wiitten as a multiple of 1u oi 1uu
0se estimations stiategies to assess the ieasonableness of theii calculations
0nueistanu the ielationship of auuenus (sums) anu subtiahenusminuenus (uiffeiences) by exploiing patteins in
auuition tables
0nueistanu that the piopeities of opeiations can assist with the explanations of mental computations
Bistinguish between auuition anu subtiaction baseu upon the context of the pioblem
0nueistanu that vaiiables aie useu to iepiesent the unknown in a mathematical oi ieal woilu context pioblem
"895=;7>897U W;GILC9@7U
49GY8A >9QCAC95C7
7@;GC9@7 X>== ;9GCA7@49G
+CL897@A4@>89 Auu anu subtiact within 1uuu.
Iuentify aiithmetic patteins in an auuition table
Rounu a numbei to the neaiest 1u oi 1uu.
Solve woiu pioblems that involve auuition anu subtiaction
Wiite equations that iepiesent a ieal woilu context
D?4@ 7@;GC9@7 X>== <C
4<=C @8 G8



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/;IIC7@CG )97@A;5@>894= +4J7 K
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iu
uiaue Nathematics (TKu CSB) Beconstiucting the Stanuaius Page 4 of 19
+'"#%/,&(",)#% #B ,.' /,-%+-&+/
"#&' /,-%+-&+F
S.NBT.A.2 Fluently auu anu subtiact within 1uuu using stiategies anu algoiithms baseu on place value, piopeities of opeiations, anuoi the
ielationship between auuition anu subtiaction.
*'-&%)%1 ,-&1',/F '//'%,)-* Z#"-O(*-&[F :&'R&'\()/),'/F
Auu within 1uuu using stiategies
o Place value
o Piopeities of 0peiations
o Relationship between
auuition anu subtiaction
Subtiact within 1uuu using
stiategies
o Place value
o Piopeities of 0peiations
o Relationship between
auuition anu subtiaction
Coiiectly calculate sums with
1uu peicent accuiacy uuiing a
timeu activityassessment
Coiiectly calculate uiffeiences
with 1uu peicent accuiacy
uuiing a timeu
activityassessment
0tilize mental mathematics
stiategies to accuiately anu
efficiently calculate sums anu
Auu
Subtiact
Calculate
Auuenu
Sum
Subtiahenu
Ninuenu
Biffeience
Inveise
Expanueu foim
Stanuaiu foim
Fact families

Composing numbeis
Becomposing numbeis
Auu within 1uu
Subtiact within 1uu
Apply the piopeities of
opeiations as stiategies foi
auuing anu subtiacting
Auuition anu subtiacting
stiategies: counting on, making
ten, cieating equivalent
sumsuiffeiences
Iuentify mathematical
opeiations key teims
Recall basic auuition anu
subtiaction facts


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uiffeiences

"#&' /,-%+-&+F
S.0A.B.9 Iuentify aiithmetic patteins (incluuing patteins in the auuition table oi multiplication table), anu explain them using piopeities of
opeiations. Foi example, obseive that 4 times a numbei is always even, anu explain why 4 times a numbei can be uecomposeu into
two equal auuenus.
*'-&%)%1 ,-&1',/F '//'%,)-* Z#"-O(*-&[F :&'R&'\()/),'/F
0bseive aiithmetic patteins in
an auuition table
Iuentify patteins in a given
auuition table
Cleaily constiuct anu
communicate a wiitten
iesponse baseu on
explanationsieasoning using
the iuentification of aiithmetic
patteins
0se the iuentifieu aiithmetic
patteins to justify the
uecompositioncomposition of
whole numbeis
Explain aiithmetic patteins by
applying the piopeities of
opeiations
Explain the ielationships
between the numbeis in a
0bseive
Becompose
Compose
Iuentify
Explain
Constiuct
Communicate
Piopeities of 0peiations
o Iuentity
o Commutative
o Associative
Note: Stuuents uo not neeu to know
the technical teims
Auuenus
Sums
Patteins
Aiithmetic
Even
0uu
Column
Row


Piioi expeiiences with basic
patteins such as skip
counting by 1us, Ss, anu 2s
Knowleuge of the ieal
numbei piopeities of
auuition
Becomposing anu composing
whole numbeis



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pattein



"#&' /,-%+-&+F
S.NBT.A.1 0se place value unueistanuing to iounu whole numbeis to the neaiest 1u oi 1uu.
*'-&%)%1 ,-&1',/F '//'%,)-* Z#"-O(*-&[F :&'R&'\()/),'/F
Befine iounuing in ielation to
place value
Rounu to the neaiest 1u
Rounu to the neaiest 1uu
Repiesent iounuing using a
numbei line, place value
uiawings, base ten blocks, oi
hunuieus chait
Befine
Compaie
Rounu
Estimate
Repiesent
Benchmaik Numbeis
Compatible Numbeis
Expanueu Notation
Numbei line
Place value
o Bunuieus, Tens, 0nes
Rounu
Stanuaiu foim
0nueistanu place value of
whole numbeis to 1uu
Reau anu wiite multi-uigit
whole numbeis
Wiite whole numbeis in woiu,
stanuaiu anu expanueu foim
"#&' /,-%+-&+F
S.0A.B.8 Solve two-step woiu pioblems using the foui opeiations. Repiesent these pioblems using equations with a lettei stanuing foi the
unknown quantity. Assess the ieasonableness of answeis using mental computation anu estimation stiategies incluuing iounuing.
*'-&%)%1 ,-&1',/F '//'%,)-* Z#"-O(*-&[F :&'R&'\()/),'/F
Solve one - step woiu pioblem
using auuition oi subtiaction
Repiesent pioblems using
equations with vaiiables foi the
unknown
Evaluate equations to veiify
Solve
Repiesent
Assess
Estimate
Rounu
Iuentify
Rounuing
Estimation
Reasonableness
vaiiable
Expiession
Equation
Peifoim the opeiations of
auuition anu subtiaction within
1uu
0nueistanuing that vaiiables
iepiesent the unknown
Wiiting expiessions oi


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solutions
Estimate sums oi uiffeiences to
assess the ieasonableness of
solutions
Auu
Subtiact
Evaluate
Stait unknown
Change unknown
Result unknown
equations to iepiesent a
situation


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uiaue Nathematics (TKu CSB) Assessing the Stanuaius Page 8 of 19
:-&"" -*)1%$'%,
:CAQ8AL495C O47CG -77C77LC9@ S:O-T '9G #Q [C4A -77C77LC9@ S'#[T
2N#-N+N]U 2N#-N+N^ 2N%O,N-N_U 2N#-N+N^
,476 "=4A>Q>54@>897F
/@49G4AGF 2N#-N+N] :O- '#[
)GC9@>QJ 4A>@?LC@>5 M4@@CA97 S>95=;G>9I M4@@CA97 >9 @?C 4GG>@>89 @4<=C 8A L;=@>M=>54@>89 @4<=CTU 49G CVM=4>9 @?CL ;7>9I MA8MCA@>C7 8Q
8MCA4@>897N B8A CV4LM=CU 8<7CAPC @?4@ ` @>LC7 4 9;L<CA >7 4=X4J7 CPC9U 49G CVM=4>9 X?J ` @>LC7 4 9;L<CA 549 <C GC58LM87CG >9@8
@X8 Ca;4= 4GGC9G7N
/;<R"=4>L " b &C4789>9I
O47C CVM=494@>897YAC4789>9I 89 @?C MA8MCA@>C7 8Q 8MCA4@>897N
Stuuents neeu not use technical teims such as commutative, associative, uistiibutive, oi piopeity. !
/@49G4AGF 2N%O,N-N_ :O- '#[
B=;C9@=J 4GG 49G 7;<@A45@ X>@?>9 EHHH ;7>9I 7@A4@CI>C7 49G 4=I8A>@?L7 <47CG 89 M=45C P4=;CU MA8MCA@>C7 8Q 8MCA4@>897U 49GY8A @?C
AC=4@>897?>M <C@XCC9 4GG>@>89 49G 7;<@A45@>89N
Tasks have no context. !
/@49G4AGF 2N#-N+N^ :O- '#[
)GC9@>QJ 4A>@?LC@>5 M4@@CA97 S>95=;G>9I M4@@CA97 >9 @?C 4GG>@>89 @4<=C 8A L;=@>M=>54@>89 @4<=CTU 49G CVM=4>9 @?CL ;7>9I MA8MCA@>C7 8Q
8MCA4@>897N B8A CV4LM=CU 8<7CAPC @?4@ ` @>LC7 4 9;L<CA >7 4=X4J7 CPC9U 49G CVM=4>9 X?J ` @>LC7 4 9;L<CA 549 <C GC58LM87CG >9@8
@X8 Ca;4= 4GGC9G7N
1. 0nly the answei is iequiieu (methous, iepiesentations, etc., aie not assesseu heie). ! !
2. Auuition, subtiaction, multiplication anu uivision situations in these pioblems may involve any of the basic situation types
with unknowns in vaiious positions (see CCSS, Tables 1, pg. 88; CCSS, Table 2, pg. 89; anu the Piogiession uocument foi
0peiations anu Algebiaic Thinking.)
! !


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S. If scaffolueu, one of the 2 paits must iequiie 2-steps. The othei pait may consist of 1-step. ! !
4. Conveisions shoulu be pait of the 2-steps anu shoulu not be a step on its own. ! !
S. If the item is 2 points, the item shoulu be a 2-point, unscaffolueu item but the iubiic shoulu allow foi 2-1-u points. ! !
/;<R"=4>L " b &C4789>9I

+>7@>9I;>7? 58AAC5@ CVM=494@>89YAC4789>9I QA8L @?4@ X?>5? >7 Q=4XCGU 49G b >Q @?CAC >7 4 Q=4X >9 @?C 4AI;LC9@ b MAC7C9@
58AAC5@CG AC4789>9IN SB8A CV4LM=CU 78LC Q=4XCG 7@;GC9@ AC4789>9I >7 MAC7C9@CG 49G @?C @476 >7 @8 58AAC5@ 49G >LMA8PC
>@NT
!
Auuition, subtiaction anu uivision situations in these pioblems may involve any of the basic situation types with unknowns in
vaiious positions (see CCSS, Tables 1, pg. 88; CCSS, Table 2, pg. 89; anu the Piogiession uocument foi 0peiations anu Algebiaic
Thinking.)


:AC7C9@ 78=;@>897 @8 L;=@>R7@CM MA8<=CL7 >9 @?C Q8AL 8Q P4=>G 5?4>97 8Q AC4789>9IU ;7>9I 7JL<8=7 7;5? 47 Ca;4= 7>I97
4MMA8MA>4@C=J SQ8A CV4LM=CU A;<A>57 4X4AG =C77 @?49 Q;== 5ACG>@ Q8A @?C MAC7C95C 8Q 9897C97C 7@4@CLC9@7 7;5? 47
! ! ! ! ! ! ! ! !"U CPC9 >Q @?C Q>94= 497XCA >7 58AAC5@TU 8A >GC9@>QJ 8A GC75A><C CAA8A7 >9 78=;@>897 @8 L;=@>R7@CM MA8<=CL7
49G MAC7C9@ 58AAC5@CG 78=;@>897N
Auuition, subtiaction anu uivision situations in these pioblems may involve any of the basic situation types with unknowns in
vaiious positions (see CCSS, Tables 1, pg. 88; CCSS, Table 2, pg. 89; anu the Piogiession uocument foi 0peiations anu Algebiaic
Thinking.)
!
!"#$%& ( )*+,, -./0&1%& !232&4&12 5367&8


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:'&B#&$-%"' *'Z'* +'/"&):,#&/
Level 2: Paitial Commanu Level S: Noueiate Commanu Level 4: Stiong Commanu Level S: Bistinguisheu Commanu
Auus anu subtiacts within 1uuu,
using stiategies anu algoiithms
baseu on place value, piopeities
of opeiations, anuoi the
ielationship between auuition
anu subtiaction.
-55;A4@C=J auus anu subtiacts
within 1uuu, using stiategies anu
algoiithms baseu on place value,
piopeities of opeiations, anuoi
the ielationship between auuition
anu subtiaction.
-55;A4@C=J >9 4 @>LC=J L499CA
auus anu subtiacts within 1uuu,
using stiategies anu algoiithms
baseu on place value, piopeities
of opeiations, anuoi the
ielationship between auuition
anu subtiaction.
Accuiately 49G a;>56=J auus anu
subtiacts within 1uuu, using
stiategies anu algoiithms baseu
on place value, piopeities of
opeiations, anuoi the
ielationship between auuition
anu subtiaction.

Coiiectly calculates at least 7S
peicent of the sums anu
uiffeiences of items which aie
timeu.


Coiiectly calculates L8AC @?49
cd MCA5C9@ 49G =C77 @?49 EHH
MCA5C9@ of sums anu uiffeiences
of items which aie timeu.

Coiiectly calculates EHH MCA5C9@
8Q 7;L7 49G G>QQCAC95C7 >9 @?C
4==8@@CG @>LC on items which aie
timeu.

Coiiectly calculates 1uu peicent
of sums anu uiffeiences >9 =C77
@?49 @?C 4==8@@CG @>LC on items
which aie timeu.
Solves two-step scaffolueu woiu
pioblems using the foui
opeiations anu in which the sum,
uiffeience, piouuct, oi quotient is
always the unknown. 0ne of the
values foi each opeiation
peifoimeu is substantial (towaius
the uppei limits as uefineu by the
stanuaius assesseu).

|S.0A.B.8, S.NBT.A.1j
Solves two-step scaffolueu woiu
pioblems using the foui
opeiations, incluuing A8;9G>9I
X?CAC 4MMA8MA>4@C, in which the
;9698X9 >7 >9 4 P4A>C@J 8Q
M87>@>897. 0ne of the values foi
each opeiation peifoimeu is
substantial (towaius the uppei
limits as uefineu by the stanuaiu
assesseu).
|S.0A.B.8, S.NBT.A.1j
Solves two-step ;9754QQ8=GCG
woiu pioblems using the foui
opeiations, incluuing iounuing
wheie appiopiiate, in which the
unknown is in a vaiiety of
positions. 0ne of the values foi
each opeiation peifoimeu is
substantial (towaius the uppei
limits as uefineu by the stanuaiu
assesseu).
|S.0A.B.8, S.NBT.A.1j
Solves two-step unscaffolueu
woiu pioblems using the foui
opeiations, incluuing iounuing
wheie appiopiiate, in which the
unknown is in a vaiiety of
positions. O8@? P4=;C7 foi each
opeiation peifoimeu aie
substantial (towaius the uppei
limits as uefineu by the stanuaiu
assesseu).
|S.0A.B.8, S.NBT.A.1j
!"#$%& ( )*+,, )&$9"$431%& :&.&7 ;&8%$/<2"$8


"#$$#% "#&' "(&&)"(*($ +#"($'%,
$-,.'$-,)"/
,01 "
2
+
3456789 :;<=>5 /5?88= +>7@A>5@
B>A7@ %>9C DCC67 (9>@ EF -GG>@>89 49G /;<@A45@>89
D>@?>9 EHHH
/;IIC7@CG )97@A;5@>894= +4J7 K
EH +4J7
Last Reviseu August 18, 2u14
S
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uiaue - Nathematics (TKu CSB) Instiuctional Suppoit Page 13 of 19


















-//'//$'%, ),'$/ 'e-$:*'/
/8;A5CF PARCC Piatice Test, uiaue S E0Y
?@@MFYYMA45@>5CNM4A55N@C7@94PN58LY
)@CL %;L<CAF 14
/@49G4AGF S.NBT.A.2
/8=;@>89S7TF S49

%8@CF
To access the giaue level piactice test:
Cllck on llnk Lo Lhe lefL,
SelecL racLlce 1esL-MaLhemaLlcs,
SelecL Crade 3 LC?.
/8;A5CF PARCC Piatice Test, uiaue S E0Y
?@@MFYYMA45@>5CNM4A55N@C7@94PN58LY
)@CL %;L<CAF S4
/@49G4AGF S.NBT.A.2
/8=;@>89S7TF S6

%8@CF
To access the giaue level piactice test:
Cllck on llnk Lo Lhe lefL,
SelecL racLlce 1esL-MaLhemaLlcs,
SelecL Crade 3 LC?.

/8;A5CF PARCC Piatice Test, uiaue S E0Y
?@@MFYYMA45@>5CNM4A55N@C7@94PN58LY
)@CL %;L<CAF S8
/@49G4AGF S.NBT.A.2
/8=;@>89S7TF B

%8@CF
To access the giaue level piactice test:
Cllck on llnk Lo Lhe lefL,
SelecL racLlce 1esL-MaLhemaLlcs,
SelecL Crade 3 LC?.



"#$$#% "#&' "(&&)"(*($ +#"($'%,
$-,.'$-,)"/
,01 "
2
+
3456789 :;<=>5 /5?88= +>7@A>5@
B>A7@ %>9C DCC67 (9>@ EF -GG>@>89 49G /;<@A45@>89
D>@?>9 EHHH
/;IIC7@CG )97@A;5@>894= +4J7 K
EH +4J7
Last Reviseu August 18, 2u14
S
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uiaue - Nathematics (TKu CSB) Instiuctional Suppoit Page 14 of 19

)%/,&(",)#%-* /,&-,'1)'/
/@49G4AGF 2N%O,N-NE
Stiategy: Nathematical Piactice(s) Alignment:
&8;9G>9I ;7>9I 4 .;9GACG7 "?4A@
Bave stuuents iounu numbeis within 1uu using a hunuieus chait to the neaiest tens place
by placing a countei on the given numbei anu counting to ueteimine the neaiest ten. Repeat
with auuitional numbei until stuuents aie successful with the iounuing piocess. Assist
stuuents the uevelopment of the unueistanuing that the ones place is helping to ueteimine
the neaiest ten.


Note: A .puf veision of this hunuieus chait can be obtaineu fiom https:www.math-aius.com

This stiategy is aligneu to seveial
mathematical piactices. In paiticulai
stuuents will be able to AC4789
4<7@A45@=J 49G a;49@>@4@>PC=J anu
=886 Q8A 49G L46C ;7C 8Q 7@A;5@;AC by
unueistanuing that iounuing 66 to the
neaiest 1us place is 7u because it is only
4 ones to 7u but it is 6 ones fiom 6u. It
is a moie exact estimate to the neaiest
multiple of 1u. This will allow stuuents
to unueistanu iounuing veisus using
the ihymes oi iules of iounuing up oi
staying the same that is tiauitionally
taught in the mathematics classioom.



"#$$#% "#&' "(&&)"(*($ +#"($'%,
$-,.'$-,)"/
,01 "
2
+
3456789 :;<=>5 /5?88= +>7@A>5@
B>A7@ %>9C DCC67 (9>@ EF -GG>@>89 49G /;<@A45@>89
D>@?>9 EHHH
/;IIC7@CG )97@A;5@>894= +4J7 K
EH +4J7
Last Reviseu August 18, 2u14
S
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uiaue - Nathematics (TKu CSB) Instiuctional Suppoit Page 15 of 19


Stiategy: Nathematical Piactice(s) Alignment:
&8;9G>9I ;7>9I 4 %;L<CA *>9C
Foi numbeis that aie within 1uuu, have stuuents to iounu using a numbei line. Teachei will
pioviue stuuents with veitical oi hoiizontal numbei lines. Bave stuuents plot the halfway
point. uive stuuents a numbei. Bave stuuents plot the numbei on the numbei line anu
uiscuss the neaiest ten oi neaiest hunuieu. Eventually, teacheis shoulu pioviue stuuents
with an open numbei line anu have stuuents justify iounuing a given numbei to the neaiest
ten oi hunuieu. See example below:


This stiategy is similai to the iounuing
using a hunuieus chait. Bowevei,
teacheis can builu stuuents numbei
sense by allowing them to plot the
numbeis on a veitical oi hoiizontal
numbei line to inciease the
unueistanuing of the concepts by
iounuing to an auuitional place.
/@49G4AGF 2N%O,N-N_
Stiategy: Nathematical Piactice(s) Alignment:
O;>=G>9I B=;C95J X>@? /;L7 49G +>QQCAC95C7
Stuuents will woik in paiis uuiing this activity. Teacheis pioviue each paii of stuuents a
ueck of caius. The caius contain the uigits u to 9. 0pon the teacheis commanu, each stuuent
will flip ovei S caius at the same time. The peison that calculates anu says the sum coiiectly
wins the set of caius. The game continues until all caius in the ueck have been useu. The
stuuent that collects the most caius at the enu of the iounu wins.
To builu fluency, stuuents must piactice.
This instiuctional activity allows
stuuents to piactice auuing auuenus in a
quick anu efficient mannei. Even
though theie aie no mathematical
piactices that will be assesseu with this
stanuaiu, stuuents will engage in


"#$$#% "#&' "(&&)"(*($ +#"($'%,
$-,.'$-,)"/
,01 "
2
+
3456789 :;<=>5 /5?88= +>7@A>5@
B>A7@ %>9C DCC67 (9>@ EF -GG>@>89 49G /;<@A45@>89
D>@?>9 EHHH
/;IIC7@CG )97@A;5@>894= +4J7 K
EH +4J7
Last Reviseu August 18, 2u14
S
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uiaue - Nathematics (TKu CSB) Instiuctional Suppoit Page 16 of 19
seveial mathematical piactices thiough
this activity. In paiticulai, constiuct
viable aiguments anu ciitique the
ieasoning of otheis is eviuent uue to the
fact that in oiuei foi the peison to
collect the caius, each paii in the game
must agiee by checking the accuiacy of
the paiis' calculation.
Stiategy: Nathematical Piactice(s) Alignment
Allow stuuents to use place value blocks, numbei lines, oi the hunuieus chait to mouel
auuing anu subtiacting within 1uuu.
It is impoitant that stuuents aie given
multiple oppoitunities anu methous in
oiuei to peifoim the calculations of
auuing anu subtiacting. Allowing
stuuents to use appiopiiate tools
stiategically to accuiately peifoim the
calculations will ensuie that by the enu
of the school yeai, stuuents aie meeting
the expectation of coiiectly calculating
sumsuiffeiences in less than an
allotteu amount of time.
/@49G4AGF 2N#-N+N^
Stiategy: Nathematical Piactice(s) Alignment:
/X4M $CC@
Teachei will cieate S sets of inuex caius.

0n the fiist set, teachei will wiite seveial ieal woilu pioblem situations.
Accoiuing the PARCC eviuence tables,
this stanuaiu is aligneu with seveial
mathematical piactices: NP.1, NP.2,
NP.S, NP.4, NP.S, NP.6.


"#$$#% "#&' "(&&)"(*($ +#"($'%,
$-,.'$-,)"/
,01 "
2
+
3456789 :;<=>5 /5?88= +>7@A>5@
B>A7@ %>9C DCC67 (9>@ EF -GG>@>89 49G /;<@A45@>89
D>@?>9 EHHH
/;IIC7@CG )97@A;5@>894= +4J7 K
EH +4J7
Last Reviseu August 18, 2u14
S
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uiaue - Nathematics (TKu CSB) Instiuctional Suppoit Page 17 of 19
0n the seconu set, teachei will wiite seveial equations to iepiesent the ieal woilu pioblems
fiom the fiist set. 0n the thiiu set, teachei will wiite solutions fiom the equations fiom the
seconu set.

Each stuuent will ieceive one caiu fiom each set. The stuuent will analyze the thiee caius by
ieauing the ieal woilu scenaiio anu veiifying that the equation on the seconu caiu matches
the pioblem. If it uoes not, the stuuents will paitake in a swap meet in which they will
communicate with othei stuuents in oiuei to finu the caiu that matches theii scenaiio.
Teachei will set a timei anu only allot foi S - 1u minutes foi stuuents to uiscuss anu finu
theii match. Then, stuuents will veiify if the solution on caiu#S is the coiiect solution foi
the equation. If it uoes not, the stuuents will paitake in anothei swap meet in which they will
communicate with otheis to finu the caiu that matches. By the enu of the activity, each
stuuent shoulu have S caius: (1) a pioblem wiitten in a ieal woilu context (2) an equation
that iepiesents the pioblem anu (S) the solution. Teachei will paii stuuents, anu each paii
will check theii paitnei's thiee caius to veiify the match.

This instiuctional activity is aligneu
with each. In oiuei to ensuie that all
thiee entities of the caius match,
stuuents must make sense of the
pioblem anu peiseveie in solving them.
0ne cannot ueteimine if the equation
iepiesents the ieal woilu scenaiio if
they uiu not unueistanu the pioblem at
hanu. Reason abstiactly anu
quantitatively appeais when stuuents
aie contextualizing anu uecontextualing
the pioblem by veiifying the equation is
a iepiesentation of the pioblem. All of
the scenaiios aie piesenteu in a ieal
woilu context that allots foi stuuents to
mouel with mathematics. Stuuents aie
using appiopiiate tools anu attenuing to
piecision thiough veiification of the
solution. Lastly constiucting viable
aiguments anu ciitiquing the ieasoning
of otheis occuis at the conclusion of the
activity, stuuents aie woiking in paiis to
uiscuss whethei each element in the set
is accuiate, anu if in case it is not
uiscussing the misconception with
suppoit fiom the teachei.


"#$$#% "#&' "(&&)"(*($ +#"($'%,
$-,.'$-,)"/
,01 "
2
+
3456789 :;<=>5 /5?88= +>7@A>5@
B>A7@ %>9C DCC67 (9>@ EF -GG>@>89 49G /;<@A45@>89
D>@?>9 EHHH
/;IIC7@CG )97@A;5@>894= +4J7 K
EH +4J7
Last Reviseu August 18, 2u14
S
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uiaue - Nathematics (TKu CSB) Instiuctional Suppoit Page 18 of 19
/@49G4AGF 2N#-N+N]
Stiategy: Nathematical Piactice(s) Alignment:
'VM=8A4@>89 8Q @?C -GG>@>89 ,4<=C
Teacheis will mouel investigtions of auuition tables by seaiching foi patteins anu pioviuing
stuuents with oppoitunites to uiscovei anu explain patteins that make sense
mathematically.

Bave stuuents highlight patteins they uiscovei anu explain using numeiical
expiessions.
uive stuuents auuition tables oi hunuieus chait with patteins highlighteu (see the
image below as an example) anu have them to aiticulate the pattein in wiiting anu
justify the pattein using the piopeities of opeiations.

Some of the patteins that can be uiscoveieu aie as follows:
Any sum of two even numbeis is even. Any sum of two ouu numbeis is even.
Any sum of an even numbei anu an ouu numbei is ouu.
The uoubles in an auuition table (2 of the same auuenus) fall uiagonally.

Biscoveiing the stiuctuie that exists
between numbei patteins uiiectly
coiielates with NP.7 - Look foi anu
make use of stiuctuie. It is uuiing this
activity that teacheis aie not just
moueling patteins, but giving stuuents
an oppoitunity to uiscovei themselves.
Too often, teacheis expect stuuents to
simply unueistanu the piopeities but
until we teach them to expeiiment with
them, the application of the piopeities
of opeiations will iemain a concept that
is taught in isolation.

If stuuents unueistanu that the
numbeis in the uiagonal (top iight to
bottom left) aie the same baseu upon
the piopeity of the auuitive inveise, it
will plant the founuational
unueistanuing foi solving equations.

If stuuents uiscovei the following
patteins: even + even = even, even +
ouu = ouu, ouu + ouu = even, stuuents


"#$$#% "#&' "(&&)"(*($ +#"($'%,
$-,.'$-,)"/
,01 "
2
+
3456789 :;<=>5 /5?88= +>7@A>5@
B>A7@ %>9C DCC67 (9>@ EF -GG>@>89 49G /;<@A45@>89
D>@?>9 EHHH
/;IIC7@CG )97@A;5@>894= +4J7 K
EH +4J7
Last Reviseu August 18, 2u14
S
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uiaue - Nathematics (TKu CSB) Instiuctional Suppoit Page 19 of 19

In each column anu iow, even anu ouu numbeis alteinate. Explain why.


will uevelop the "shoitcut" (look foi an
expiess iegulaiity in iepeateu
ieasoning) by veiifying the solutions
when auuing anu subtiacting thiough
constiucting viable aiguments anu
ciitiquing the ieasoning of otheis.