RoboBlocky

Big Ideas

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Chapter Overview

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Content Connection

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Vocabulary

Sample
pattern, identity property of addition, commutative property of addition
even, odd, addend, sum, doubles, make a 10, difference, related facts, array
multiplication, equal groups, factor, product, array, commutative property of multiplication, identity property of multiplication, zero property of multiplication

Standards

CCSS Math Standards:

2.NBT.B.7 Add and subtract within $1000$, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.OA.B.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.
2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to $5$ rows and up to $5$ columns; write an equation to express the total as a sum of equal addends.
3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent $5$ pets.
3.NBT.A.2 Fluently add and subtract within $1000$ using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.OA.A.1 Interpret products of whole numbers, e.g., interpret $5\times7$ as the total number of objects in $5$ groups of $7$ objects each. For example, describe a context in which a total number of objects can be expressed as $5\times 7$.
3.OA.A.3 Use multiplication and division within $100$ to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples: If $6\times 4=24$ is known, then $4\times 6 =24$ is also known. (Commutative property of multiplication.) $3\times 5\times 2$ can be found by $3\times 5 = 15$, then $15\times 2 = 30$, or by $5\times 2=10$, then $3\times 10=30$. (Associative property of multiplication.) Knowing that $8\times 5 = 40$ and $8\times 2 = 16$, one can find $8\times 7$ as $8\times (5+2)=(8\times 5)+(8\times 2)=40+16=56$. (Distributive property.)
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that $8\times 5 = 40$, one knows $40\div 5 = 8$) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that $4$ times a number is always even, and explain why $4$ times a number can be decomposed into two equal addends.
K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at $1$).
K.CC.A.3 Write numbers from $0$ to $20$. Represent a number of objects with a written numeral $0-20$ (with $0$ representing a count of no objects).

CCSS SMP Standards:

SMP.1 Make sense of problems and persevere in solving them
SMP.3 Construct viable arguments and critique the reasoning of others
SMP.6 Attend to precision
SMP.8 Look for and express regularity in repeated reasoning

Performance Tasks

Big Idea Projects

Hardware Robotics Projects