Crosswalk between terc’s Investigations curriculum 1997 – first edition and Context for Learning Mathematics: Number Sense, Addition and Subtraction



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Crosswalk between TERC’s Investigations curriculum ©1997 FIRST EDITION
and Context for Learning Mathematics: Number Sense, Addition and Subtraction (Grades K – 3)

For further details for each of the units described below, please see the overview for Investigations in Addition and Subtraction, pages 18-22


Contexts for Learning

Investigations in Data and Space Unit

Replaces

Deepens and Extends

Bunk Beds and Apple Boxes

How Many in All (K)

Mathematical Thinking at Grade 1
Number Games and Story Problems (Grade 1)


All except Investigation 1
Investigation 2

Investigation 1



Supports systematic production of arrangements and the generalization of the relationship between the amount of the whole and the number of possible arrangements

Beads and Shoes, Making Twos


Counting Ourselves and Others (K)
Patterns Trains and Hopscotch Blocks (K)
Building Number Sense (Grade 1)

Investigation 1

Investigations 1 and 2


Investigation 4

Introduces even and odd numbers; explores doubles, builds a foundation for patterns in the number system.

Double Decker Bus

Building Number Sense (Grade 1)
Number Games and Story Problems (Grade 1)

Investigation 1 and 2

Investigation 1 and 3



Strengthens the automatization of basic facts by employing the use of the arithmetic rack that supports the use of doubles plus and minus (eg. 6 + 7 = 6 + 6 +1) and making tens (e.g., 9 + 6 = 10 + 5)


Games for Early Number Sense







Resource to deepen all of the above

Organizing and Collecting

How Many Pockets, How Many Teeth (Grade 2)

Investigation 1


Important supplement to the Investigations’ curriculum in that it builds on the ideas introduced in Building Number Sense and Number Games and Story Problems but it emphasizes the place value in our number system.

Measuring for the Art Show

Bigger Taller, Heavier Smaller (Grade 1)
How Long, How Far (Grade 2)

Investigation 3

Investigation 1



Develops the open number line model, which research has shown to be a powerful tool for addition and subtraction.

Trades Jumps and Stops

Coins, Coupons, and Combinations (Grade2)
Up and Down the Number Line (Grade 3)

Entire Unit

Investigation 1



Emphasizes the algebra strand by focusing on equivalence, exchanging equivalent expressions, solving for unknowns, undoing, and early functional relations.

Ages and Timelines

Putting Together and Taking Apart (Grade 2)

Timelines and Rhythm Patterns (Grade 2)


All

Investigation 1



Emphasizes the modeling of subtraction and addition on the open number line.

The T-Shirt Factory

N/A*




Provides an important addition to Investigations by deepening place value to three and four places and developing the standards algorithms for addition and subtraction.

Minilessons for Early Addition and Subtraction







Resource to help the automatization of the basic facts for addition and subtraction.

Minilessons for Extending Addition and Subtraction







Resource to support the development of efficient computation strategies for double- and triple-digit addition and subtraction.

*The content in this unit is either not developed or is developed briefly.




Crosswalk between TERC’s Investigations curriculum ©1997 – FIRST EDITION

and Context for Learning Mathematics: Investigating Multiplication and Division (Grades 3-5)

For further details for each of the units described below, please see the Overview for Investigations in Multiplication and Division, pages 18 -21.


Groceries, Stamps, and Measurement Strips

Things that Come in Groups (Grade 3)
Landmarks in the Hundreds (Grade 3)


Entire Unit

Investigation 1





Builds sequentially from repeated addition to multiplicative thinking and lays a framework for strategies that will help automatize the basic facts.

The Big Dinner

Landmarks in the Hundreds (Grade 3)


Investigation 2

Provides an important addition to Investigations by emphasizing the ratio table as powerful tool for multiplicative reasoning and lays a foundation for the development of proportional reasoning.

Muffles’ Truffles

Arrays and Shares (Grade 4)


Investigations 1 & 2

Provides an important addition to Investigations by developing the open array as a model that can be used as a powerful tool to support the development of partial products and the distributive, commutative, and associative properties.


The Teachers’ Lounge

Arrays and Share (Grade 4)
Packages and Groups (Grade 4)

Investigations 2 & 3

Investigation 3



Provides an important addition to Investigations by emphasizing the open array as a model to represent division. Also emphasizes place value and the distributive property for multiplication over addition, which provide a foundation for the standard division algorithm.

Minilessons for Early Multiplication and Division







A resource to support the automatization of the basic facts for multiplication and division and to develop early computation strategies with larger numbers.

The Box Factory

Exploring Solids and Boxes (Grade 3)
Packages and Groups (Grade 4)
Containers and Cubes (Grade 5)


Investigations 4 & 5

Investigation 2

Investigations 1, 2, & 3

Emphasizes the associative property and supports the generalization of the relationship between surface area and volume in rectangular solids.




Minilessons for Extending Multiplication and Division







In contrast to Investigations’ cluster problems, this resource makes use of crafted strings of related problems to ensure the development of efficient computation for multiplication and division. The minilessons within this resource emphasize mental arithmetic and the use of the associative and distributive properties.



Crosswalk between TERC’s Investigations curriculum ©1997 – FIRST EDITION
and Context for Learning Mathematics: Investigating Fractions, Decimals, and Percents (Grades 5-8)

For further details for each of the units described below, please see the overview for Investigating Fractions, Decimals, and Percents, pages 18-21.

Field Trips and Fund-Raisers

Three Out of Four Like Spaghetti (Grade 4)
Name that Portion

Investigation 1

Investigation 2


Builds on the work done in the Investigations’ units Fair Shares and Three out of Four Like Spaghetti by emphasizing the connection of division to fractions.

Supports the generalization between the various fraction models introduced in other Investigations units (fair-sharing, the bar model, part/whole and introduces the use of the open number line model which supports addition and subtraction fraction work to come).



The California Frog-Jumping Contest

N/A




Provides an important addition to the algebra strand by focusing on symbolizing with variables and emphasizing that an algebraic expression can be treated as an object (not only as a procedure). The double open number line is used throughout as a tool to support the development of strategies for solving for unknowns and simultaneous equations.

Best Buys, Ratios, and Rates

N/A





Builds on Different Shapes, Equal Pieces by providing many opportunities for students to explore fractions of changing wholes.
Provides an important addition to Money, Miles, and Large Numbers by developing the double open number line and the ratio models for fractional equivalence and proportional reasoning as a foundation for addition and subtraction of fractions.

The Mystery of the Meter

Name That Portion (Grade 5)


Investigation 3

Provides an important addition to Investigations’ treatment of decimals by introducing the analog meter to emphasize place value and equivalence.


Minilessons for Extending Fractions, Decimals and percents







Year-long resource of minilessons to support the development of efficient computation including a variety of strategies for operations with decimals, fractions add percents.





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