Math Committee News
The importance of making ten!
Being able to make ten affects the math concepts we learn in elementary school.
** In Kindergarten, students explore the pairs of numbers that make ten by using counters. These pairs are then to be committed to memory by midyear in first grade.
** The first graders then use these pairs to begin counting on to ten when building numbers, and adding or subtracting numbers that are greater than ten.
** Second graders expand upon this when they use the open number line to record their mental math in preparation for regrouping.
** Third graders firm their open number line skills, and other strategies that involve making tens and making hundreds. They begin standard regrouping later in the year when it is easier for them to understand because of all the work they did in making tens and hundreds.
** In fourth grade, students are expected to add and subtract even larger numbers to make tens, hundreds, thousands, ten thousands and eventually hundred thousands using what they know about regrouping. They can estimate based on these groupings and understand that each of these place values is ten times greater as we move to the left. They also begin to explore numbers that are expressed as decimals in tenths and hundredths.
** In fifth grade, we continue to use what we know about place value to perform operations not only with whole numbers, but with decimal numbers. Students then use what they know about the powers of ten to talk about these numbers and take short cuts as they calculate with multidigit numbers. It is because of all of this that it is so important that students be fluent with their addends that make ten.
This one little skill will greatly influence the development of the concept of ten(s) over time.
Being able to make ten affects the math concepts we learn in elementary school.
** In Kindergarten, students explore the pairs of numbers that make ten by using counters. These pairs are then to be committed to memory by midyear in first grade.
** The first graders then use these pairs to begin counting on to ten when building numbers, and adding or subtracting numbers that are greater than ten.
** Second graders expand upon this when they use the open number line to record their mental math in preparation for regrouping.
** Third graders firm their open number line skills, and other strategies that involve making tens and making hundreds. They begin standard regrouping later in the year when it is easier for them to understand because of all the work they did in making tens and hundreds.
** In fourth grade, students are expected to add and subtract even larger numbers to make tens, hundreds, thousands, ten thousands and eventually hundred thousands using what they know about regrouping. They can estimate based on these groupings and understand that each of these place values is ten times greater as we move to the left. They also begin to explore numbers that are expressed as decimals in tenths and hundredths.
** In fifth grade, we continue to use what we know about place value to perform operations not only with whole numbers, but with decimal numbers. Students then use what they know about the powers of ten to talk about these numbers and take short cuts as they calculate with multidigit numbers. It is because of all of this that it is so important that students be fluent with their addends that make ten.
This one little skill will greatly influence the development of the concept of ten(s) over time.
The math committee is encouraging students to work on their math fluency. Math fluency is being able to quickly and accurately compute. Students who are fluent are flexible enough to choose a strategy that best fits the situation (and does not always mean using a given algorithm). When subtracting 99 from 100, would it be a good idea to use the crossout and regroup method of subtracting? Thus, Math fluent students use a variety of strategies to quickly and accurately perform calculations. They are flexible enough with the strategies to choose that which is most efficient for each situation. On the right is the breakdown by grade level of the math fluency standards that the students are expected to know by the end of the school year.

K addition and subtraction facts up to the sum of 5 1st addition and subtraction facts up to the sum of 10 2nd  basic addition and subtraction facts up to the sum of 100 3rd add and subtract 3 digit numbers, multiplication and division facts 4th add and subtract using the standard algorithm sums up to 1million 5th multiply multidigit whole numbers 
Helpful Links for Parents
Learnzillion has some videos that you might find useful to help explain how to use some of the new strategies students are learning in class.

Most of the videos align with the Caroline County interpretation of the Maryland College and Career Readiness Standards for Math. Teachers demonstrate the use of the strategies for varying grade levels.

Not really sure about Common Core?
MSDE has a collection of Parent Resources available on their blackboard. 
Parent links Eureka Math. Setup by grade level and listed by module.
