Mathematical+Big+Ideas

=Place Value Objectives=
 * Recognize the pattern of the counting numbers.
 * Make the connections between how the numeral is written and the number of tens (or hundreds, or thousands...) in the number: 142 is 1 hundred, 4 tens, 2 ones.
 * Show a number in different forms: 38 is 3 tens and 8 ones; 2 tens and 18 ones; or 38 ones. 246 is 2 hundreds, 4 tens, 6 ones; 1 hundred, 14 tens, 6 ones; or 2 hundreds, 3 tens, 16 ones, etc.
 * Adding on and subtracting 10 and multiples of 10 to a number
 * Use the knowledge of adding on and subtraction of 10 to adding and subtracting 11, 12, 13, etc. as 10 and 1 more, 10 and 2 more, etc.
 * Use the knowledge of adding on and subtraction 10 to adding and subtracting 9, 8, 7 as 10 and 1 less, 10 and 2 less, etc.
 * Adding on and subtracting 10 and multiples of 10 to a number over a transition (ex. 10+499 or 100+1,999)
 * Adding on and subtracting 10 and multiples of 10 to a number without something in the transition and apply it to a transition (ex. 2,600+400: 600+400=1,000 and 1,000+2,000=3,000)
 * Understand the different ways to show the same value of a number (Regrouping) (Ex. 78=70+8 or 7 tens+8 ones or 60_18 or 6 tens and 18 ones)
 * Recognize the number of 10's, 100's, and 1000's in a number (Ex. 268=26 tens or 1,268=128 tens or 12 hundreds)
 * Make reasonable estimates of large numbers of familiar amounts: the number of students in the class/school, the distance from the school to Forest Hills/distance from Boston to New York, number of people at a game in Fenway Park, the population of Boston.

=The Big Ideas of Addition & Subtraction=

=The Big Ideas of Multiplication & Division=

=Strategies for the Mathematical Problem Solving Process= Practice Problems Using this Method