Unit Descriptions
LEARNING QUICK USER GUIDE
KINDERGARTEN UNITS
Comparisons and Ordering
• Compare 1 to 10. Students compare sets of 1 to 10 objects and identify which is
more and/or less.
• Identify More, Less and Equal. Students compare flashed sets and numerals of
1 to 10 objects and identify the set that is more, less, and/or equal.
• Ordering Numbers. Students order numbers and identify missing numbers in
decades from 1 to 100.
COMPARE 1 TO 10
Counting
• Build 1 to 10 Optimally. Students build and identify numbers from static and
flashed sets of 1 to 10 objects using the least number of mouse clicks.
• Doubles and Near Doubles. Students build and identify numbers from
1 to 20 that are grouped as doubles and near doubles.
Addition and Subtraction
• Identify Missing Addend. Students identify a missing part (addend) when
BUILD 1 TO 10 OPTIMALLY given one part (addend) and a whole (sum) from 3 to 10.
• Beginning Adding and Removing. Students build and identify amounts that
are 0, 1, or 2 more or less than a given quantity of 0 to 10.
• Identify Number Pairs. Students identify sets of objects and pairs of numbers
that add up to 8, 9 and 10.
Problem Solving
• Problem Solving (K). Students develop problem-solving skills with DreamBox
math puzzles. Kindergarten puzzles include Forest Maze and The Petting Zoo
IDENTIFY MISSING ADDEND (levels 1 to 3).
© 2012 DreamBox Learning, Inc. All rights reserved. DB033_0412
GRADE 1 UNITS
Counting
• Build Up to 20 Optimally. Students build and identify numbers from static and
flashed sets of 1 to 20 objects using the least number of mouse clicks.
• Build Up to 50 Optimally. Students build and identify numbers from static and
flashed sets of 1 to 50 objects using the least number of mouse clicks.
BUILD UP TO 20 OPTIMALLY
• Build Up to 100 Optimally. Students build and identify numbers from static
and flashed sets of 1 to 100 objects using the least number of mouse clicks.
Addition and Subtraction
• Doubling and Making 10. Students use the strategies of “Doubling” and
“Making Ten” to add and subtract single-digit numbers (sums to 40).
• Doubling to 20. Students build and identify numbers from 1 to 20 when told to
double a number (and at times, add or subtract 1) from 1 to 10.
DOUBLING AND MAKING 10
• Using 10 as a Landmark. Students use landmarks of 10 when adding two
numbers with sums to 24 (12 1 12).
• Identifying Number Pairs. Students identify pairs of numbers that add up to
15, 20, 50 and 100 using multiples of 5 and 10.
Comparisons and Ordering
• Identify More and Less Up to 100. Students compare sets of 1 to 100 objects
and identify which is more or less.
• Counting Forward and Backward. Students place numbers in a row of the
IDENTIFY MORE AND LESS UP TO 100
hundreds chart when given two numbers.
• Build Columns of a Hundreds Chart. Students identify vertical patterns of the
hundreds chart by placing numbers in one or more columns.
• Moving on a Hundreds Chart. Students identify the number on the hundreds
chart that is 1, 2, 8, 9, 10 or 11 away from a starting number.
• Comparison Symbols. Students compare sets of objects and numbers from 1 to
100 and make true equations using the greater than (.), less than (,) and equal
(5) symbols.
PLACE VALUE TO 100
Place Value
• Place Value to 100. Students use groups of tens and ones to build and pack
amounts of objects and determine totals (up to 100).
Problem Solving
• Problem Solving (1). Students develop problem-solving skills with DreamBox
math puzzles. Grade 1 puzzles include Dunk Tank, The Petting Zoo (levels 4 to 6)
and Frog Race (levels 1 to 2).
PROBLEM SOLVING (1)
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© 2012 DreamBox Learning, Inc. All rights reserved. DB033_0412
GRADE 2 UNITS
Comparisons and Ordering
• Finding Equal Expressions. Students use numerals to make as many groups of
equivalent expressions as possible.
• Assessing Equality. Students determine whether a statement is true, false,
greater than, less than, equal or not equal.
FINDING EQUAL EXPRESSIONS
• Hundreds Charts to 500. Students place numbers up to 500 on hundreds
charts and number lines.
• Compare Numbers Up to 500 (or 1,000). Students compare numbers up to
500 (or 1,000) using the comparison symbols , and ., with special attention to
the placement of zeros and digit reversals.
Place Value
• Place Value to 500 (or 1,000). Students use groups of hundreds, tens, and ones
to build and pack amounts of objects and determine totals (up to 500 [or 1,000]).
PLACE VALUE TO 500 (OR 1,000)
Addition and Subtraction
• Making Jumps of 10 (or 3 to 9). Students add and subtract 10 (or 3 to 9) to and
from numbers between 2200 and 200.
• Finding Groups of Tens. Students group numbers into tens and multiples of 10
when adding up to 12 addends.
• Addition Compensation. Students manipulate two addends to create an
equivalent but friendlier problem that can be solved mentally (31 1 26 becomes
MAKING JUMPS OF 10 (OR 3 TO 9) 30 1 27).
• Adding and Subtracting Groups of Tens. Students add and subtract multiples
of 10 and leftovers between 2100 and 200.
• Identifying Missing Tens. Students identify the difference between two
addends when that difference is a multiple of 10.
• Adding and Subtracting Landmark Numbers. Students add or subtract two
numbers by jumping to the nearest multiple of 10, then adding additional tens
and leftovers (45 1 28 becomes 45 1 5 1 10 1 10 1 3).
ADDITION: COMPENSATION • Identify Missing Addends to 1,000. Students identify a missing part (addend)
when given one part (addend) and a whole (sum) from 3 to 1,000.
• Identify Number Pairs Up to 200. Students identify pairs of numbers that add
up to 200 using multiples of 5 and 10.
• Subtraction Constant Difference. Students manipulate two addends to create
an equivalent but friendlier problem that can be solved mentally (89 2 36
becomes 83 2 30).
SUBTRACTION CONSTANT DIFFERENCE
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GRADE 2 UNITS CONTINUED
Problem Solving
• Problem Solving (2). Students develop problem-solving skills with DreamBox
math puzzles. Grade 2 puzzles include The Petting Zoo (level 7) and Frog Race
(levels 3 to 8).
PROBLEM SOLVING (2)
GRADE 3 UNITS
Multiplication and Division
• Multiplication and Division Situations. Students use various tools and
groupings to develop an understanding of multiplication and division.
• Multiplication: Doubling. Students double known basic facts to find the
product of more challenging basic facts.
• Multiplication. Adding or Removing Groups. Students add or remove a group
to or from a known basic fact to determine the product of another basic fact.
MULTIPLICATION AND DIVISION SITUATIONS
• Multiplication: Double and Halve. Students use known basic facts and double
one factor and halve the other to determine the product of a more challenging
problem.
• Multiplication Partial Products. Students use the sum of two known basic
facts to determine the product of a more challenging problem.
• Partial Products Using Arrays. Students build arrays and use partial products
to “cover” a rectangular area model of multiplication up to 12 3 12.
• Factors and Products. Students use a table to determine factors and products
of common ratios, such as tires on a car.
MAKE AND COMPARE RODS
Fractions
• Make and Compare Rods. Students cut rods into equal parts and use those
rods to compare fractions with like numerators or like denominators.
• Fractions: Money and Time. Students use money and time amounts to build
fraction equivalencies.
• Fractions Choose Context. Students choose between money and time
amounts to build fraction equivalencies.
• Early Equivalency I. Students use a table to find equivalent fractions and
FRACTIONS ON A NUMBER LINE scaling factors for common fractions.
• Fractions on a Number Line. Students use a number line to select and place
fractions, improper fractions, and mixed numbers.
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© 2012 DreamBox Learning, Inc. All rights reserved. DB033_0412
GRADE 4 UNITS
Multiplication and Division
• Multiplication: Mixed Strategies. Students explore the commutative property
(3 3 5 5 5 3 3) and apply various strategies to solve double-digit multiplication
problems.
• Identifying Common Multiples. Students find common multiples of two
factors (2 2 12).
• Identifying Factors. Students identify factors of numbers to 100.
MULTIPLICATION: MIXED STRATEGIES
Place Value
• Place Value to 9,999. Students use groups of thousands, hundreds, tens, and
ones to build and pack amounts of objects and determine totals (up to 9,999).
Fractions
• Fractions in the Real World 1. Students explore different contexts of money
and time to build fraction equivalencies less than 1.
• Fractions in the Real World 2. Students explore different contexts of money
PLACE VALUE TO 9,999 and time to build fraction equivalencies less than 2.
• Comparing Fractions 1. Students use a table to compare Grade 4 fractions with
unlike numerators and unlike denominators.
• Comparing Fractions 2. Students use a table to compare Grade 5 fractions with
unlike numerators and unlike denominators.
• Early Equivalency II. Students use a table to find equivalent fractions and
scaling factors for all fractions.
• Decomposing Fractions. Students use blocks to build fractions in a variety of
ways.
• Fraction Addition. Students add fractions with like denominators by using
FRACTIONS IN THE REAL WORLD 1
blocks as a model.
• Fraction Subtraction. Students subtract fractions with like denominators by
using blocks as a model for the removal strategy.
• Fraction Multiplication. Students multiply fractions by whole numbers using
blocks as a model for a strategy based on multiples of unit fractions.
FRACTION ADDITION
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© 2012 DreamBox Learning, Inc. All rights reserved. DB033_0412