Addition
Keywords:
 Add
 Altogether
 And
 Both
 How many
 How much
 In all
 Increased by
 Plus
 Sum
 Together
 Total
Subtraction
Keywords:
 Subtract
 Difference
 Fewer
 How many
more
 How much
more
 Left
 Less
 Minus
 Need to
 Remains
 Words ending
in –er.
(example: how
much heavier.)
Students should be able to read word problems
and pull out the keywords and numbers being used
to solve the problem.
Example: Marcus went to the grocery store
to buy some snacks. He bought a drink for $1.25,
a candy bar for $2.45, and two different types of
lunchables, each for $4.19. If he paid the clerk
with a $20 bill, how much change will Marcus get
back?
To get the answer students would need to solve a
multi-step problem. Add $1.25 + $2.45 + $4.19 +
$4.19 altogether. Then you would have to subtract
the answer which is: $12.08 from $20.00 to get the
amount of change Marcus gets back, which is
$7.92. Please note, that the $12.08 answer will
more than likely be an option as well.
**Students will also need to regroup for most all
problems and subtract across zeros**
Division
Multiplication


Students should know how
to solve multiplication facts
using adding, memorization,
or other tricks we’ve
discussed in class.
Keywords:
 By
(dimension)
 Double
 Each group
 Multiplied by
 Of
 Product of
 Times
 Triple
Patterns

In
Out
Know how to look at charts
to find number or picture
patterns and fill in the
missing number that follows
the same pattern.
2
3
4
5
6
4
6
? (8) 10 12
Students should know how
to solve division problems by
using pictures, and
multiplication.
Keywords:
 As much
 Cut up
 Divided by
 Each group has
 Half (or other
fractions)
 How many in each
 Parts
 Quotient of
 Separated
 Share something
equally
 split
Place Value
Properties


Commutative (Addition)
o 3+2=2+3
o 7+3=?+7
Identity:
o 8+0=0

Commutative (Multiplication)
o 6x8=8x6
o 3x4=?x3

Identity:
o 9 x 1=9
Students should be able to tell you
the place value up to six digits and
the value of each digit.
123,456
hundred thousands
hundreds
ones
tens
ten thousands
thousands
Rounding
Round whole numbers that are 9,999 or
less to the nearest ten, hundred, and
thousand.
 If it’s 5 or more we round up.
 If it’s 4 or less it stays the same.
Value of the 4 in this number is 400
Equalities
Compare whole numbers that are
between 0 and 9,999 with the correct
symbols and words.
Round to the nearest thousands:
238,783





Find the number that is in the thousands
place.
Draw a line under that number and an
arrow to the number to its right. (One
place value down).
Decide if that number is 5 or more to round
up, or 4 or less to stay the same.
In this case the “7” is more than “5”, so we
round the “8” to a “9”.
We keep the numbers in front of the “8”
and then change everything after the “8” to
a zero.
Answer: 239,000
> greater than
< less than
= equal to
234 > 212
132 < 432
876 = 876
Money
Penny
$ 0.01
Dime
$ 0.10
Nickel
$ 0.05
Quarter
$ 0.25
Students should be able to add up the
values of coins and dollars up to $5.00.
Also, compare the value of coins and bills
and make change (using subtraction).
Fractions
Time


Students should be able to look at pictures
and tell the fraction that goes along with
the pictures as well as look at fractions and
find the correlating picture. Also students
should be able to compare fractions, and
add and subtract fractions.
Analog clock








4
6
Compare:
<
Congruent/NonCongruent
Add/Subtract:
5
7
9
10
+
-

Tell time to the nearest minute.
Determine elapsed time in onehour increments over a 12 hour
period.
Key terms:
o Half past
o Quarter past/after
o Quarter till
7 days in a week
30 days in a month
365 days in a year
Digital clock
4 weeks in a month
12 months in a year
60 seconds in a minute
60 minutes in an hour
24 hours in a day
1 = 6
7
7
7
10
For something to be congruent it has be
the same shape and the same size.
2
= 10
Congruent
Graphs
Non-congruent
Students should know the names of the
following graphs and how to make them
with given data. Also know where the title
and key is on a graph.
Turn
Flip
Slide
Line plot
Title
Bar graph
Picture graph
/pictograph
Measurement
Lines & Angles
Point
Students should be able to use a ruler, etc,
to measure objects. Also figure out the
perimeter by using the given
measurements or using a ruler to
measure. Students should also be able to
figure out the area of a figure.
 Perimeter- the outside of a figure,
add up all the measurements to get
the perimeter
 Area-the inside of a figure, usually
shown in squares, so just count the
squares.
 Volume-shown in stacked cubes,
count the cubes, and remember the
back ones have to have ones under
them to stand.
Perimeter = 19
(5+4+2+7+1=19)
Area = 5
Ray—a ray only continues in one
direction.
Line—a line continues in both
directions.
Line Segment—a line segment is a
piece of a line. It does not go in any
direction.
**Intersecting—all rays, lines, and line segments
can intersect, when they intersect they only cross
each other one time. EX: of intersecting lines:
**Parallel—all rays, lines, and line segments can be
parallel; when they are parallel they run side by side,
but never cross each other. EX: of parallel lines:
Right angle—makes a perfect square.
Shapes
Acute angle—is smaller than a right angle.
Cube
Sphere
Obtuse angle—is bigger than a right angle.
Rectangular prism
Square pyramid
Face
Cylinder
Cone
Edge

Edge—where two faces meet.

Corner or Vertices—where two or
more edges meet.

Face—the plane figure on each solid
figure.
Corner
Temperature
Probability
Students should be able to look at and read a
thermometer to the nearest degree from both a
Celsius and Fahrenheit thermometer.
Students should be able to understand the concept
of chance, and list the possible results of a given
situation.
Key words:
 Likely
 Unlikely
 Possible
 Impossible
Example: It is likely I will pick a circle. It is unlikely I
will pick a triangle. It is possible to pick a square. It
is impossible to pick a rectangle.
Fact Families
5, 9, 14
5 + 9=14
9 + 5=14
14 – 5=9
14 – 9=5
2, 20, 10
2 x 10=20
10 x 2=20
20÷10=2
20÷2=10