# All Lessons

### Add Numbers with Composing

This lesson covers how to add numbers with composing. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will line up the numbers by the place value of their digits, add the digits in each place value, compose the number (if needed), and then interpret the sum. In addition to the lesson, there are four pages of Independent Practice with questions modeled after assessment items.

### Round Numbers

This number and operations in base ten lesson teaches students how to round numbers to the nearest 10 and 100. The lesson includes research-based strategies and strategic questions that prepare students for assessments. The focus of this lesson is to look at the two possible rounding values, then decide whether to round down or round up. This lesson uses a variety of strategies including number lines to visualize the number being rounded.

### Use Addition Strategies

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

ACMNA055(Y3) Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.61.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., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.NBT.41.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

2.OA.22.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

### Use Subtraction Strategies

(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

ACMNA055(Y3) Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.61.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., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

2.OA.22.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

### Use Multiplication Strategies

(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting

3.4.F(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

3.4.G(G) Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

4.4.D(D) Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties

(Y2) Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

ACMNA075(Y4) Recall multiplication facts up to 10 Ã— 10 and related division facts (ACMNA075)

ACMNA076(Y4) Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 Ã— 5 = 40, one knows 40 Ã· 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

3.NBT.33.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 Ã— 80, 5 Ã— 60) using strategies based on place value and properties of operations.

4.NBT.54.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

### Use Division Strategies

(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

3.4.J(J) Determine a quotient using the relationship between multiplication and division

3.5.B(B) Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

5.3.C(C) Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

(Y2) Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

ACMNA075(Y4) Recall multiplication facts up to 10 Ã— 10 and related division facts (ACMNA075)

ACMNA076(Y4) Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)

ACMNA101(Y5) Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)

3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 Ã· 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 Ã· 8.

3.OA.73.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 Ã— 5 = 40, one knows 40 Ã· 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

5.NBT.65.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

### Determine the Unit Fraction of a Whole

This numbers and operations âˆ’ fractions lesson covers how to determine the unit fraction of a whole. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will read the problem and identify what they are looking for. Then, they will write the numerator and denominator of the unit fraction, and interpret the result.

### Determine Fractions of a Whole

This numbers and operations âˆ’ fractions lesson covers how to determine fractions of a whole. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will read the problem and identify the selected part. Then, they will write the unit fraction of the whole, determine the fraction of the whole by counting selected unit fractions, and interpret the result.

### Represent Unit Fractions on a Number Line

This numbers and operations âˆ’ fractions lesson covers how to represent unit fractions on a number line. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will read the problem and determine the total number of equal parts using the denominator. Then, they will divide the number line into the total number of equal parts, and represent the unit fraction on the number line.

### Represent Fractions on a Number Line

This numbers and operations âˆ’ fractions lesson covers how to represent fractions on a number line. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will read the problem and determine the total number of equal parts. Then, they will determine which of two number lines to use, determine the number of equal parts from zero using the numerator, and then label the fraction on the number line.

### Express Whole Numbers as Fractions

This numbers and operations âˆ’ fractions lesson covers how to express whole numbers as fractions. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will count the whole items in a picture, write the whole number, and then express that whole number as a fraction.

### Identify a Fraction of a Whole

This number sense lesson focuses on identifying a fraction of a whole. The lesson includes research-based strategies and questions that help prepare students for assessments. In this lesson, students read a problem and determine the number of parts asked for (numerator), and the number of parts that make up the whole (denominator). Then, they read the fraction. In addition to the lesson, there are 11 pages of Independent Practice and review with questions modeled after current adaptive testing items.

### Write the Fraction Represented by a Drawing

This number sense lesson focuses on writing the fraction represented by a drawing. The lesson includes research-based strategies and questions that help prepare students for assessments. In this lesson, students read the question and identify the selected part of the drawing. Then, they write the denominator and numerator and interpret the fraction. In addition to the lesson, there are nine pages of Independent Practice and review with questions modeled after current adaptive testing items.

### Identify Fractions on a Number Line

This number sense lesson focuses on identifying fractions on a number line. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students read the question and verify the number of sections on the number line from 0 to 1 match the denominator value. If it's different, they will create an equivalent fraction with a matching denominator. Then, they identify the location of a point on the number line using the numerator and circle the correct answer. In addition to the lesson, there are eight pages of Independent Practice and review with questions modeled after current adaptive testing items.

### Create Equivalent Fractions

3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.3.A3.NF.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.3.B3.NF.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

### Identify Equivalent Fractions

3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.3.A3.NF.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

3.NF.3.B3.NF.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

### Tell Time Using Clocks

This measurement and data lesson covers how to tell time by reading a clock. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will learn to tell time to the nearest minute, using clocks that have minute marks and estimating for clocks without minute marks.

### Add & Subtract Time Intervals

This measurement and data lesson covers how to solve problems involving the adding and subtracting of time intervals. The lesson includes research-based strategies and strategic questions that prepare students for assessments. In this lesson, students will identify the time intervals in a word problem, determine whether to add or subtract, and then perform the operation and interpret the result.