Progressing toward the standard


 Damian Houston
 2 years ago
 Views:
Transcription
1 Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two onedigit numbers. toward Meets Mental Strategies Counting on Making ten (e.g., = = = 14) Decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9) Using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4) Creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = 12, = 13 With tools and teacher support, the student can add and subtract within 10. add and subtract within 10. With tools, the student can add and subtract within 20, but not with fluency. add and subtract within 20 using at least one strategy. Fluently means accuracy, efficiency, and flexibility. Know from memory should not focus only on timed tests and repetitive practice, but ample experiences working with manipulatives, pictures, arrays,word problems, and numbers to internalize the basic facts. add and subtract equations with in and beyond 20 using 3 or more different strategies.
2 Report Card Language: The student can represent and solve problems involving addition and subtraction within 100. CCSS: 2.OA.1 Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions by using drawings and equations with a symbol for the unknown number to represent problem. toward Meets Examples of twostep problems: There are 9 blue marbles and 6 red marbles in the bag. Maria put in 8 more marbles. How many marbles are in the bag now? = There are 9 peas on the plate. Carlos ate 5 peas. Mother put 7 more peas on the plate. How many peas are on the plate now? = *Multistep problems should focus on single digit addends. use drawings and equations to represent and solve one step word problems within 100. The student can identify the parts of the word s The student can use drawings and equations to represent and solve one step word problems within 100. Example of One Step: There are 15 stickers on the page. Brittany put some more stickers on the page. There are now 22 stickers on the page. How many stickers did Brittany put on the page? 15 + = = The student can use drawings and equations to represent and solve one and two step word problems within 100. The student can find the answer to problems with the unknown in different places in the equation, and can represent the unknown with a symbol. The student can use drawings and equations to represent and solve two step word problems within 100. The student must show two or more ways to solve the problem and be able to communicate the process. The steps in the problems may have the same or different operations for each step. The addends in the problem may be single or doubledigit numbers.
3 Report Card Language: The student can work with equal groups of objects to prepare for multiplication. CCSS: 2.OA.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. toward Meets Terms for students: array length x width equation sum equal addends use a rectangular array up to 5x5 the student can solve for the sum of array. Even with teacher support, the student may not be able to find the sum of the rectangular array. The student can use a rectangular array up to 5x5 and the student can solve for the sum of array, but cannot write a equation to express the total as a sum of equal addends. The student can use a rectangular array up to 5x5, the student can write an equation to express the sum of equal addends. The student can use a rectangular array up to 10x10, the student can write an equation to express the sum of equal addends. The student may begin to use multiplication equations to express the value of the array.
4 Report Card Language: The student can use place value (groups of ones, tens, and hundreds) to represent and compare numbers up to CCSS: 2.NBT.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. toward Meets Fluently means accuracy, efficiency, and flexibility. Know from memory should not focus only on timed tests and repetitive practice, but ample experiences working with manipulatives, pictures, arrays,word problems, and numbers to internalize the basic facts. compare two digit numbers using the >,=, and < symbols. compare two digit numbers using the >,=, and < symbols. compare three digit numbers using the >,=, and < symbols. compare beyond 1000 using the >,=, and < symbols. Terms for students: compare greater than less than equal to
5 Report Card Language: The student can add and subtract within 1000 using place value strategies. CCSS: 2.NBT.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. Understanding the use of place value and need to compose or decompose tens or hundreds. toward Meets Concrete models include base ten and number lines. Using a algorithm of carrying or borrowing is not an expectation at this grade level. add and subtract within within 100 (using concrete models to communicate) with and without regrouping. The student can add and subtract within within 100 (using concrete models to communicate) with and without regrouping. The student can add and subtract within within 1,000 (using concrete models to communicate) with and without regrouping. Example: = _ I started at 354 and jumped 200. I landed on 554. I then made 8 jumps of 10 and landed on 634. I then jumped 6 to land on 640. Then I jumped 1 more and landed on = 641 (student shows this on a number line) The student can add and subtract within 1,000 (using concrete models to communicate) with and without regrouping. The student can add or subtract within 1000 with ease by using an algorithm or strategy based on place value. The student can use multiple strategies, such as applying the commutative or associate property.
6 Report Card Language: The student can measure and estimate lengths using units such as inches, feet, centimeters and meters. CCSS: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. toward Meets When Second Grade students are provided with opportunities to create and use a variety of rulers, they can connect their understanding of non units from First Grade to units in second grade. For example helping student move through accurate use of the following types of rulers: order objects by length, can measure using non units. The student can order objects by length, can measure using non units. They may use some of the units of measurement accurately, but not all. The student can accurately estimate, measure and record lengths in inches, feet, centimeters and meters. By the end of Second Grade, students will have also learned specific measurements as it relates to feet, yards and meters: There are 12 inches in a foot. There are 3 feet in a yard. There are 100 centimeters in a meter. The student can measure and record accurate measurements in inches, feet, centimeters, and meters using halves, and quarters.
7 Report Card Language: The student can relate addition and subtraction to length. CCSS: 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given the same units by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Evidence/ Assessments toward Meets Terms for students: inch foot yard centimeter meter ruler yardstick meter stick measuring tape estimate length equation number line point solve addition and subtraction word problems within 50 involving lengths that are given in the same units by using drawings and equations to represent the problem and solution. addition and subtraction word problems within 50 involving lengths that are given in the same units by using drawings and equations to represent the problem and solution. addition and subtraction word problems within 100 involving lengths that are given in the same units by using drawings and equations to represent the problem and solution. addition and subtraction word problems within 100 involving lengths that are given in the same units by using two or more strategies to represent the problem and solution. The student begins to understand the concept of measuring area as it relates to addition and multiplication (can begin to measure areas by placing one inch square tiles on a shape and counting them).
8 Report Card Language: The student can tell and write time to the nearest five minutes using analog and digital clocks. CCSS: 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, a.m and p.m. toward Meets Terms for students: clock hand minute hour a.m. p.m. analog clock digital clock quarter til quarter past quarter hour half hour past til after until tell and record time from analog and digital clocks to the nearest hour, half hour including AM and PM. The student can tell and record time from analog and digital clocks to the nearest hour, half hour including AM and PM. The student can tell and record time from analog and digital clocks to the nearest five minutes including AM and PM. The student can tell and record time from analog and digital clocks to the nearest minute and/or seconds including AM and PM.
9 Report Card Language: word problems involving money. CCSS: 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately Evidence/ Assessments toward Meets Terms for students: quarter dime nickel dollar cent(s) $ heads tails solve word problems involving nickels. dimes, and quarters using the dollar sign and cents sign appropriately. word problems involving nickels. dimes, and quarters using the dollar sign and cents sign appropriately. word problems involving dollar bills, quarters, dimes, nickels and pennies using the dollar sign and cents sign appropriately. word problems involving dollar bills, quarters, dimes, nickels and pennies using the dollar sign and cents sign appropriately, including making correct change and going beyond $10.
10 Report Card Language: The student can divide circles and rectangles into two, three, or four equal parts. CCSS: 2.G.3 Partition circles and rectangle into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc. and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. toward Meets Students should be given many opportunities to explore this concept with paper strips and other models. Halves Thirds Half of Fourths Quarter of partition and label halves of a whole. The student can partition and label halves of a whole. The student can partition and label halves, thirds and fourths of a whole. The student shows an understanding that fractional parts may not be symmetrical. Example: Partition each rectangle into fourths in different ways The student can partition and label halves, thirds and fourths on three or more polygons. The student can express the area of each part as a unit fraction of the whole. For example, can partition a shape into 4 parts with equal area and describe the area of each part as 1/4 of the area of the shape.
Second Grade Math Standards and I Can Statements
Second Grade Math Standards and I Can Statements Standard CC.2.OA.1 Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting
More informationTopic: 1  Understanding Addition and Subtraction
8 days / September Topic: 1  Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one and twostep
More informationGrade 2. M4: and M:5 Addition and Subtraction of Numbers to 1000. M3: Place Value, Counting, and Comparison of Numbers to 1000
Grade 2 Key Areas of Focus for Grades K2: Addition and subtractionconcepts, skills and problem solving Expected Fluency: Add and Subtract within 20 Add and Subtract within 100 Module M1: Mastery of Sums
More informationHuntsville City Schools Second Grade Math Pacing Guide
Huntsville City Schools Second Grade Math Pacing Guide 20162017 Thoughtful and effective planning throughout the school year is crucial for student mastery of standards. Once a standard is introduced,
More informationfor the Common Core State Standards 2012
A Correlation of for the Common Core State s 2012 to the Common Core Georgia Performance s Grade 2 FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: K12 Mathematics
More informationMathematics Florida Standards (MAFS) Grade 2
Mathematics Florida Standards (MAFS) Grade 2 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.2.OA.1.1 Use addition and subtraction
More informationKindergarten Common Core Standards & Learning Targets
Kindergarten Common Core Standards & Learning Targets CCS Standards: Counting and Cardinality K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known
More informationGrade 2 Vocabulary Cards (Draft) Missouri Mathematics Core Academic Standards
Grade 2 Vocabulary Cards (Draft) Missouri Mathematics Core Academic Standards The Missouri Mathematics Core Academic Standards Grade 2 Vocabulary Cards (Draft) are aligned to explicit mathematical terms
More informationProgressing toward the standard
Report Card Language: The student can fluently multiply and divide within 100. CCSS: 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and
More information1) Make Sense and Persevere in Solving Problems.
Standards for Mathematical Practice in Second Grade The Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all students Grades
More informationContent Elaborations. Standards
Grade Two Mathematics Domain Operations and Algebraic Thinking Cluster Represent and solve problems involving addition and subtraction Pacing Quarter 1: Stepping Stones Modules 1, 2, 3 Quarter 2: Stepping
More informationProgressing toward the standard
Report Card Language: fluently add and subtract within 10. CCSS: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. toward the Students demonstrate fluency
More informationGrade 1 Scoring Rubric/Curriculum Guide Mathematics First Grade
OPERATIONS AND ALGEBRIC THINKING Essential Standard: Solves addition word problems up to twenty ESSENTIAL KNOWLEDGE OUTCOME: Students understand addition and subtraction through modeling and manipulation
More information2 nd Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 201213.
2 nd Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 201213. This document is designed to help North Carolina educators
More informationCommon Core State Standards DECONSTRUCTED. Booklet I: Kindergarten to Second Grade, Math FOR INTERNAL USE ONLY
Common Core State Standards DECONSTRUCTED Booklet I: Kindergarten to Second Grade, Math How to use this booklet You cannot teach a Common Core Standard you must teach the skills inside of each standard.
More informationNext Generation Standards and Objectives for Mathematics in West Virginia Schools
Next Generation Standards and Objectives for Mathematics in West Virginia Schools Descriptive Analysis of Second Grade Objectives Descriptive Analysis of the Objective a narrative of what the child knows,
More informationCorrelation to the Common Core State Standards. Math in Focus
Correlation to the Common Core State Standards Math in Focus Correlation to the Common Core State Standards Table of Contents Explanation of Correlation.......................... 1 Grade 1...........................................
More informationUnit 1: Addition and Subtraction Within 20
Math Unit 1 Overview MATH Grade 2 Essential Questions: Unit 1: Addition and Subtraction Within 20 Time Frame: 29 days Key Vocabulary: Equation, Math Mountain, Partners, Addends, Total, Dime, Penny, Makeaten
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationSue. Rubric for the Critical Area of Mathematics Grades K  2
Rubric for the Critical Area of Mathematics Grades K  2 The intent of this document is to provide support as teachers transition to Common Core s. It draws attention to the most critical skills for their
More informationCommon Core State Standard I Can Statements 1 st Grade Mathematics
CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 1 st Grade Mathematics Common Core State Standards
More informationRoosevelt Union Free School District Common Core Curriculum Maps in Mathematics Go Math Grade 2
Common Core Curriculum Maps in Mathematics Go Math Go Math! Alignment Map: Story of Units Module 1 ~ Add/Subtract Numbers to 100, Fluency with Sums and Differences to 0 Clusters: Represent and solve problems
More informationMathematics K8 Critical Areas of Focus
Mathematics K8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K8. The critical areas are designed
More informationMathematics K8 Critical Areas of Focus
Mathematics K8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K8. The critical areas are designed
More informationLanguage Companion to the DESE Math Model Curriculum, Grade 2
ST. LOUIS PUBLIC SCHOOLS Language Companion to the DESE Math Model Curriculum, Grade 2 Developed as part of Saint Louis Public Schools Math Success for ELLs grant, a partnership between Webster University,
More information2nd Grade Math Common Core Curriculum
Quarter 1 I. Number 2.1.2.B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum
More informationDecision One: Curriculum Map
Understand and apply the properties of operations and the relationship between addition and subtraction while representing and solving problems involving addition and subtraction equations. Operations
More informationGO Math! is built. for the COMMON CORE. Includes Complete Common Core Correlation Grades K 6
GO Math! is built for the COMMON CORE Includes Complete Common Core Correlation Grades K 6 It s New! NEW Writein Student Edition Children record, represent, solve, and explain as they discover and build
More informationMathematics Florida Standards (MAFS) Grade 1
Mathematics Florida Standards (MAFS) Grade 1 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.1.OA.1.1 Use addition and subtraction
More informationFIRST GRADE MATH Summer 2011
Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in
More informationFirst Grade Math Standards and Learning Targets (I Can Statements)
First Grade Math Standards and Learning Targets (I Can Statements) Operations and Algebraic Thinking 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 2, Unit 2.1 Multiplying MultiDigit Whole Numbers
Multiplying MultiDigit Whole Numbers Overview Number of instruction days: 5 7 (1 day = 90 minutes) Content to Be Learned Use strategies based on place value and properties of operations to multiply a
More informationK 3 Mathematics Core Course Objectives
K 3 Mathematics Core Course Objectives The Massachusetts Department of Elementary and Secondary Education (ESE) partnered with WestEd to convene panels of expert educators to review and develop statements
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationC R O S S W A L K. Next Generation Mathematics Content Standards and Objectives for WV Schools
C R O S S W A L K Next Generation Mathematics Content Standards and Objectives for WV Schools Introduction to the Next Generation West Virginia Content Standards and Objectives Crosswalk to the West Virginia
More informationFirst Grade Math Curriculum GLOBAL
First Grade Math Curriculum GLOBAL 1 st 2 nd Quarter 2 nd 3 rd Quarter 4 th Quarter 4 th Quarter First Grade Math Curriculum First Quarter OA.1 Use addition and subtraction within 20 to solve word problems
More informationGLE ID (Content Area, Grade, GLE No.) GLE 1. Count to 100 by ones and by tens. M Count to 100 by 1s, 5s, 10s, and 25s
COMMON CORE STATE STANDARDS (CCSS) LOUISIANA GRADELEVEL EXPECTATIONS (GLE) CCSS ID (Grade, Domain, Grade Specific Stard No.) Grade Domain Cluster CCSS K.CC.1 K Counting Cardinality K.CC.2 K Counting
More informationSCOPE & SEQUENCE. Kindergarten, First Grade, and Second Grade. Skills and Activities
SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning
More informationAnalysis of California Mathematics standards to Common Core standards Kindergarten
Analysis of California Mathematics standards to Common Core standards Kindergarten Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Strand Number Sense
More informationStandard Content I Can Vocabulary Assessment Time Frame (Marking Period) 1.OA.1
1.OA.1 Use addition and subtraction within I can add and Chapter Tests 20 to solve word problems subtract to 20 so 1 1.OA.3 involving situations of adding to, I can solve word 2 1 st marking period taking
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationFirst Grade Mathematics Curriculum Guide Plainwell Community Schools. Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1
First Grade Mathematics Curriculum Guide Plainwell Community Schools Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1 Understanding Addition @ 10 Days September 11: Spatial Patterns
More informationGeorgia Department of Education THIRD GRADE MATHEMATICS UNIT 3 STANDARDS
Dear Parents, THIRD GRADE MATHEMATICS UNIT 3 STANDARDS We want to make sure that you have an understanding of the mathematics your child will be learning this year. Below you will find the standards we
More information2 nd Grade Texas Mathematics: Unpacked Content
2 nd Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student
More informationCommon Core State Standards for Math Grades K  7 2012
correlated to the Grades K  7 The Common Core State Standards recommend more focused and coherent content that will provide the time for students to discuss, reason with, reflect upon, and practice more
More informationALIGNMENT OF MATH PERSPECTIVES RESOURCES WITH COMMON CORE STATE STANDARDS IN MATHEMATICS
ALIGNMENT OF MATH PERSPECTIVES RESOURCES WITH COMMON CORE STATE STANDARDS IN MATHEMATICS KINDERGARTEN COUNTING AND CARDINALITY Count to tell the number of objects Understand the relationship between numbers
More informationMATH EXPRESSIONS GRADE 1  SCOPE AND SEQUENCE
UNIT 1: EARLY NUMBER ACTIVITIES Math Expressions, Investigations 2 Investigations Games: Dot Addition, Compare, Double Compare; On & Off; Counters in a Cup 1520 Days Apply properties of operations and
More informationUnit 1: Operations and Algebraic Thinking (Grade 2)
Unit 1: Operations and Algebraic Thinking (Grade 2) Content Area: Mathematics Course(s): Generic Course Time Period: 1 marking period Length: 12 Weeks Status: Published Unit Overview Utilize addition and
More informationNEW JERSEY STUDENT LEARNING STANDARDS FOR Mathematics
NEW JERSEY STUDENT LEARNING STANDARDS FOR Mathematics Table of Contents Standards for Mathematical Practice 3 Standards for Mathematical Content Kindergarten 7 Grade 1 11 Grade 2 16 Grade 3 21 Grade 4
More informationSupporting Rigorous Mathematics Teaching and Learning
Supporting Rigorous Mathematics Teaching and Learning Mathematical Structures: Addition and Subtraction Word Problem Types PARTICIPANT HANDOUT Tennessee Department of Education Elementary School Mathematics,
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationThird Grade Math Standards and I Can Statements
Third Grade Math Standards and I Can Statements Standard  CC.3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example,
More informationGRADE 1  MATH COMPETENCY STATEMENTS / PERFORMANCE INDICATORS
Common Core State Standards Alignment Codes Everyday Math Strands & Goals Alignment Codes OA; Operations and Algebraic Thinking NBT; Number and Operations in Base Ten MD; Measurement and Data G; Geometry
More informationArchdiocese of Newark Catholic Schools. Curriculum Mapping
Curriculum Mapping Curriculum mapping is a process that helps schools and districts/dioceses determine the agreedupon learning for all students. Curriculum mapping was undertaken in the Archdiocese of
More informationMAFS: Mathematics Standards GRADE: K
MAFS: Mathematics Standards GRADE: K Domain: COUNTING AND CARDINALITY Cluster 1: Know number names and the count sequence. CODE MAFS.K.CC.1.1 Count to 100 by ones and by tens. MAFS.K.CC.1.2 MAFS.K.CC.1.3
More informationTopic 1: Understanding Addition and Subtraction
Topic 1: Understanding Addition and Subtraction 11: Writing Addition Number Sentences Essential Understanding: Parts of a whole is one representation of addition. Addition number sentences can be used
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationProgressing toward the standard
Report Card Language: add, subtract, multiply, and/or divide to solve multistep word problems. CCSS: 4.OA.3 Solve multistep work problems posed with whole numbers and having wholenumber answers using
More informationK12 Louisiana Student Standards for Mathematics: Table of Contents
K12 Louisiana Student Standards for Mathematics: Table of Contents Introduction Development of K12 Louisiana Student Standards for Mathematics... 2 The Role of Standards in Establishing Key Student Skills
More informationVoyager Sopris Learning Vmath, Levels CI, correlated to the South Carolina College and CareerReady Standards for Mathematics, Grades 28
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156159 Module 4: Lesson 7: 220223 2. Reason both contextually
More informationThe symbols indicate where the topic is first introduced or specifically addressed.
ingapore Math Inc. cope and equence U: U.. Edition : ommon ore Edition : tandards Edition : ommon ore tandards 1 2 3 4 5 Reviews in ommon ore Edition cover just the unit whereas those in U.. and tandards
More informationGrade 1. M3: Ordering and Expressing Length Measurements as Numbers
Grade 1 Key Areas of Focus for Grades K2: Addition and subtractionconcepts, skills and problem solving Expected Fluency: Add and Subtract within 10 Module M1: Addition and Subtraction of Numbers to 10
More information2nd Grade Common Core State Standards. Flip Book
2nd Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More informationThird Grade Common Core Standards & Learning Targets
Third Grade Common Core Standards & Learning Targets CCS Standards: Operations and Algebraic Thinking 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationGrade 2 Math Expressions Vocabulary Words
Grade 2 Math Expressions Vocabulary Words Unit 1, Book 1 Understanding Addition and Subtraction OSPI word: number pattern, place value, value, whole number Link to Math Expression Online Glossary for some
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationA Story of Units: A Curriculum Overview for Grades P5
New York State Common Core P5 Mathematics Curriculum GRADE A Story of Units: A Curriculum Overview for Grades P5 Table of Contents: Introduction... 2 Curriculum Map... 3 PreKindergarten... 4 Kindergarten...
More information3 rd Grade Mathematics Unpacked Content
3 rd Grade Mathematics Unpacked Content This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these
More informationUnit Plan Components. Appropriate Length of Time. Unit Name: Addition and Subtraction to 20. Common Core Standards
Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources Appropriate Length of Time Aligned Assessment Comments This unit plan identifies a big goal for the overall
More informationOperations and Algebraic Thinking
Operations and Algebraic Thinking 20132014  1st Grade Math Parent Rubric Represent and Solve Problems MCC1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding
More informationPocantico Hills School District Grade 1 Math Curriculum Draft
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
More informationGrade 1 Common Core State Standards Curriculum Correlations
Grade 1 Common Core State Standards Curriculum Correlations NOTE: The italicized gray JUMP Math lessons contain prerequisite material for the Common Core standards. D Domain OA Operations and Algebraic
More information2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 1
2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Vertical Alignment Chart Kindergarten Algebra I 1 The materials are copyrighted (c) and trademarked (tm)
More informationMath Content by Strand 1
Math Content by Strand 1 The BaseTen Number System: Place Value Introduction 2 Learning about whole number computation must be closely connected to learning about the baseten number system. The baseten
More informationThird Grade Assessments and Scoring Checklists, Common Core State Standards
Third Grade Assessments and Scoring Checklists, Common Core State Standards Contents: Grade 3 CCSS Assessment Map... p.1 Baseline Assessment (all new student pages) Baseline Record Sheets... p. 2 6 New
More informationMathematical Practices
The New Illinois Learning Standards for Mathematics Incorporating the Common Core Mathematical Practices Grade Strand Standard # Standard K12 MP 1 CC.K12.MP.1 Make sense of problems and persevere in
More informationGrade 1 Math Expressions Vocabulary Words 2011
Italicized words Indicates OSPI Standards Vocabulary as of 10/1/09 Link to Math Expression Online Glossary for some definitions: http://wwwk6.thinkcentral.com/content/hsp/math/hspmathmx/na/gr1/se_9780547153179
More informationArizona s College and Career Ready Standards Mathematics Kindergarten Standards Placemat
Arizona s College and Career Ready Standards Mathematics Kindergarten Standards Placemat 1. Representing and comparing whole numbers, initially with sets of objects Students use numbers, including written
More informationJackson Area Catholic Schools. Mathematics Academic Standards for Third Grade. A. Understand and use number notation and place value
Jackson Area Catholic Schools Mathematics Academic Standards for Numbers and Operations A. Understand and use number notation and place value N.ME.03.01 N.ME.03.02 The student will read and write numbers
More informationSouth Carolina College and CareerReady Standards for Mathematics
South Carolina College and CareerReady Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
More informationExcel Math Fourth Grade Standards for Mathematical Practice
Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these
More informationUnit Descriptions USER GUIDE
LEARNING Unit Descriptions USER GUIDE PreK  KINDERGARTEN UNITS 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
More informationMath, Grades 13 TEKS and TAKS Alignment
111.13. Mathematics, Grade 1. 111.14. Mathematics, Grade 2. 111.15. Mathematics, Grade 3. (a) Introduction. (1) Within a wellbalanced mathematics curriculum, the primary focal points are adding and subtracting
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples Third Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationFirst Grade Math Standards and I Can Statements
First Grade Math Standards and I Can Statements CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and
More informationC O M M O N C O R E I T E M B A N K F O R M A T H E M A T I C S GRADE 2. S ep t em ber P r ep a r ed by:
C O M M O N C O R E I T E M B A N K F O R M A T H E M A T I C S GRADE 2 S ep t em ber 2013 \ P r ep a r ed by: Delaw are Departm ent of Edu cation Accountability Resources Workgroup 401 Federal Street,
More informationHundreds Chart. Vocabulary. Place Value
Addition plus, sum, addend Subtraction minus, difference Multiplication times, product, factor Division quotient, divisor, dividend Hundreds Chart SYMBOLS Addition: + Subtraction: Multiplication: x * Division:
More informationVocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1
1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication
More informationCOURSE OF STUDY UNIT PLANNING GUIDE
COURSE OF STUDY UNIT PLANNING GUIDE FOR: MATHEMATICS GRADE LEVEL: FOURTH GRADE PREPARED BY: TERESA KELLY AND TRACY BUCKLEY B.O.E. ADOPTED AUGUST 20, 2015 REVISED AUGUST 2015 ALIGNED TO THE 2014 NJCCCS
More information3 rd Grade Mathematics
3 rd Grade Mathematics Unit #3 : Relating Area to Multiplication and Division Pacing: 29 Days Unit Overview In this unit, students extend their understanding of multiplication and division (Unit 2) by
More informationSouth Carolina College and CareerReady Standards for Mathematics
South Carolina College and CareerReady Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
More informationQuarter One: AugustOctober
Quarter One: AugustOctober (Chapters 1 3, 56, 10) August  December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.
More informationShould you have any comments or questions about the program please us at Wishing you every success
TPS Publishing Inc. has been created by experienced teachers, specifically to improve the success of every student. We believe that curriculum, instruction, and assessment must be aligned to standards
More informationSUPPORTING INFORMATION GRADE 1. Texas Education Agency
SUPPORTING INFORMATION GRADE 1 Texas Education Agency The materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency (TEA) and may not be reproduced without the express
More informationDescribing and Solving for Area and Perimeter
Grade 3 Mathematics, Quarter 2,Unit 2.2 Describing and Solving for Area and Perimeter Overview Number of instruction days: 810 (1 day = 90 minutes) Content to Be Learned Distinguish between linear and
More informationAERO/Common Core Alignment 35
AERO/Common Core Alignment 35 Note: In yellow are the AERO Standards and inconsistencies between AERO and Common Core are noted by the strikethrough ( eeeeee) notation. AERO Common Core Mapping 1 Table
More informationElizabethtown Independent Schools First Grade Math Standards and I Can Statements
Elizabethtown Independent Schools First Grade Math Standards and I Can Statements (P) Priority Standard (M) Multiple Unit Standard CC.1.OA.1 Use addition and subtraction within 20 to solve word problems
More informationStudents are able to represent and solve problems involving multiplication and division.
Grade 3 Learning Targets and I Can Statements Operations and Algebraic Thinking Students are able to represent and solve problems involving multiplication and division. o I understand the product of multiplication
More information