# 1) Make Sense and Persevere in Solving Problems.

Save this PDF as:

Size: px
Start display at page:

## Transcription

3 Grade 2 Critical reas The Critical reas are designed to bring focus to the standards at each grade by describing the big ideas that educators can use to build their curriculum and to guide instruction. The Critical reas for Second Grade can be found on page 17 in the Common Core State Standards for Mathematics. 1. Extending understanding of base-ten notation Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones). 2. Building fluency with addition and subtraction. Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds. 3. Using standard units of measure. Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length. 4. Describing and analyzing shapes. Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

4 Operations and lgebraic Thinking Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of a putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and e for the unknown number to represent the problem. 1. Identify the unknown in an addition or subtraction word problem 2. Write an addition and subtraction equation with a symbol for the unknown 3. Use drawings or equations to represent one- and two-step word problems 4. dd and subtract within 100 to solve onestep word problems with unknowns in all positions 5. dd and subtract within 100 to solve twostep word problems with unknowns in all positions 6. Determine operation needed to solve addition and subtraction problems in situations including add to, take from, put together, take apart, and compare

5 dd and subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sum numbers. 1. Know mental strategies for addition and subtraction 2. Know from memory all sums of two onedigit numbers 3. pply mental strategies to add and subtract fluently within 20.

6 Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing o by 2s; write an equation to express an even number as a sum of two equal addends. 1. Count a group of objects up to 20 by 2s. 2. Recognize in groups that have even numbers objects will pair up evenly. 3. Recognize in groups of odd numbers objects will not pair up evenly. 4. Determine whether a group of objects is odd or even, using a variety of strategies. 5. Generalize the fact that all even numbers can be formed from the addition of 2 equal addends. 6. Write an equation to express a given even number as a sum of two equal addends. equation to express the total as a sum of equal addends. 1. Write an equation with repeated equal addends from an array. 2. Generalize the fact that arrays can be written as repeated addition problems. 3. Solve repeated addition problems to find the number of objects using rectangular arrays.

7 Number and Operations in Base Ten Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e hundreds, 0 tens, and 6 ones. 1. Identify the ones, tens, and hundreds place. 2. Regroup ten ones into the tens places value. 3. Regroup ten tens into the hundreds place value. 4. Explain the value of each digit in a 3- digit number. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. 1. Identify a bundle of 10 tens as a hundred. (and 0 tens and 0 ones). 1. Represents a three digit number with hundreds, tens, and ones. 2. Represent 200, 300, 400, 500, 600, 700, 800, 900 with one, two, three, four, five, six, seven, eight, or nine hundreds and 0 tens and 0 ones

8 Count within 1000; skip-count by 5s, 10s, and 100s 1. Count to 1000 by hundreds. 2. Count to 1000 by tens. 3. Count to 1000 by fives. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 1. Know what expanded form means. 2. Recognize that the digits in each place represent amounts of thousands, hundreds, tens, or ones. 3. Read numbers to 1000 using base ten numerals. 4. Write numbers to 1000 using base ten numerals. 5. Read numbers to 1000 using number names. 6. Write numbers to 1000 using number names. 7. Read numbers to 1000 using expanded form. 8. Write numbers to 1000 using expanded form.

9 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, an results of comparisons. 1. Understand the meaning of the hundreds, tens, and ones place values. 2. Identify the meaning of comparison symbols, >, < or =. 3. Record comparisons of numbers up to three digits using the appropriate symbol. 4. Compare two three-digit numbers based on place value of each digit. Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/o between addition and subtraction. 1. Know strategies for adding and subtracting based on place value. 2. Know strategies for adding and subtracting based on properties of operations. 3. Know strategies for adding and subtracting based on the relationship between addition and subtraction. 4. Choose a strategy (place value, properties of operations, and /or the relationship between addition and subtraction) to fluently add and subtract within 100.

10 dd up to four two-digit numbers using strategies based on place value and properties of operations. 1. Know strategies for adding two digit numbers based on place value and properties of operations. 2. Use strategies to add up to four two-digit numbers. dd and subtract within 1000, using concrete models or drawings and strategies based on place value, pro and/or the relationship between addition and subtraction; relate the strategy to a written method. Unders subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and on necessary to compose or decompose tens or hundreds. 1. Understand place value within Decompose any number within 1000 into hundred(s), ten(s), and one(s). 3. Choose an appropriate strategy for solving an addition or subtraction problem within Relate the chosen strategy (using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction) to a written method (equation) and explain the reasoning used. 5. Use composition and decomposition of hundreds and tens when necessary to add and subtract within 1000.

11 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number 1. Know place value within pply knowledge of place value to mentally add or subtract 10 or 100 to/from a given number Explain why addition and subtraction strategies work, using place value and the properties of operations. 1. Know addition and subtraction strategies using place value and properties of operations related to addition and subtraction. 2. Explain why addition and subtraction strategies based on place value and properties of operations work.

12 Measurement and Data Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter s tapes. 1. Identify tools that can be used to measure length. 2. Identify the unit of length for the tool used (inches, centimeters, feet, meters). 3. Determine which tool to use to measure the length of an object. 4. Measure the length of objects by using appropriate tools. measurements relate to the size of the unit chosen. 1. Know how to measure the length of objects with different units. 2. Compare measurements of an object taken with two different units. 3. Describe why the measurements of an object taken with two different units are different. 4. Explain the length of an object in relation to the size of the units used to measure it.

13 Estimate lengths using units of inches, feet, centimeters, and meters. 1. Know strategies for estimating length. 2. Recognize the size of inches, feet, centimeters, and meters. 3. Estimate lengths in units of inches, feet, centimeters, and meters. 4. Determine if estimate is reasonable. Measure to determine how much longer one object is than another, expressing the length difference in ter unit. 1. Name standard length units. 2. Compare lengths of two objects. 3. Determine how much longer one object is than another in standard length units. Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the sam drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent th 1. dd and subtract lengths within Solve word problems involving lengths that are given in the same units. 3. Solve word problems involving length that have equations with a symbol for the unknown number.

14 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points correspo 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. 1. Represent whole numbers from 0 on a number line with equally spaced points. 2. Explain length as the distance between zero and another mark on the number line diagram. 3. Use a number line to represent the solution of whole-number sums and differences related to length within 100. Work with time and money. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 1. Tell time using analog clocks to the nearest 5 minutes 2. Tell time using digital clocks to the nearest 5 minutes 3. Write time using analog clocks and digital clocks 4. Identify the hour and minute hand on an analog clock 5. Identify and label when a.m. and p.m. occur 6. Determine what time is represented by the combination of the number on the clock face and the position of the hands. Touch math money Everyday Math Study Island Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols app you have 2 dimes and 3 pennies, how many cents do you have? 1. Identify and recognize the value of dollar bills, quarters, dimes, nickels, and pennies. 2. Identify the \$ and symbol. 3. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using \$ and symbols appropriately.

15 Represent and interpret data objects and count the number of objects in categories. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by maki measurements of the same object. Show the measurements by making a line plot, where the horizontal sc number units. 1. Read tools of measurement to the nearest unit. 2. Represent measurement data on a line plot. 3. Measure lengths of several objects to the nearest whole unit. 4. Measure lengths of objects by making repeated measurements of the same object. 5. Create a line plot with a horizontal scale marked in whole numbers using measurements.

16 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four catego together, take-apart, and compare problems4 using information presented in a bar graph. 1. Recognize and Identify picture graphs and bar graphs. 2. Identify and label the components of a picture graph and bar graph. 3. Solve problems relating to data in graphs by using addition and subtraction 4. Make comparisons between categories in the graph using more than, less than, etc. 5. Draw a single-unit scale picture graph to represent a given set of data with up to four categories 6. Draw a single-unit scale bar graph to represent a given set of data with up to four categories

17 Geometry Reason with shapes and their attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given numb triangles, quadrilaterals, pentagons, hexagons, and cubes. 1. Identify the attributes of triangles, quadrilaterals, pentagons, hexagons, and cubes (e.g. faces, angles, sides, vertices, etc). 2. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes based on the given attributes. 3. Describe and analyze shapes by examining their sides and angles, not by measuring. 4. Compare shapes by their attributes (e.g. faces, angles). 5. Draw shapes with specified attributes Partition a rectangle into rows and columns of same-size squares and count to find the total number of the 1. Counts to find the total number of same-size squares. 2. Defines partition. 3. Identify a row. 4. Identify a column. 5. Determines how to partition a rectangle into same-size squares. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words h third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares not have the same shape. 1. Identify two, three and four equal shares of a whole 2. Describe equal shares using vocabulary: halves, thirds, fourths half of, third of etc. 3. Describe the whole as two halves, three thirds, or four fourths 4. Justify why equal shares of identical

18 wholes need not have the same 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 two-step word problems involving situations of adding to, taking from, putting

### Topic: 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 two-step

### Grade 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 K-2: Addition and subtraction-concepts, skills and problem solving Expected Fluency: Add and Subtract within 20 Add and Subtract within 100 Module M1: Mastery of Sums

### Huntsville City Schools Second Grade Math Pacing Guide

Huntsville City Schools Second Grade Math Pacing Guide 2016-2017 Thoughtful and effective planning throughout the school year is crucial for student mastery of standards. Once a standard is introduced,

### Mathematics 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

### Common 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.

### Content 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

### Kindergarten 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

### for 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: K-12 Mathematics

### Unit 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, Make-aten

### Correlation 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...........................................

### 1 ) Make Sense and Persevere in Solving Problems.

Standards for Mathematical Practice in First Grade The Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all students Grades

### GO 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 Write-in Student Edition Children record, represent, solve, and explain as they discover and build

### Mathematics K-8 Critical Areas of Focus

Mathematics K-8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K-8. The critical areas are designed

### PUBLIC 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:

### Mathematics K-8 Critical Areas of Focus

Mathematics K-8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K-8. The critical areas are designed

### Next 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,

### Language 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,

### K 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

### Progressing toward the standard

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 one-digit

### Analysis 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

### Roosevelt 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

### 2nd 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

### 2 nd Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13.

2 nd Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13. This document is designed to help North Carolina educators

### Sue. 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

### Pocantico 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

### C 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

K-12 Louisiana Student Standards for Mathematics: Table of Contents Introduction Development of K-12 Louisiana Student Standards for Mathematics... 2 The Role of Standards in Establishing Key Student Skills

### Math, Grades 1-3 TEKS and TAKS Alignment

111.13. Mathematics, Grade 1. 111.14. Mathematics, Grade 2. 111.15. Mathematics, Grade 3. (a) Introduction. (1) Within a well-balanced mathematics curriculum, the primary focal points are adding and subtracting

### Chapter 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,

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

### 2nd 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

### 1 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,

### MAFS: 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

### A Story of Units: A Curriculum Overview for Grades P-5

New York State Common Core P-5 Mathematics Curriculum GRADE A Story of Units: A Curriculum Overview for Grades P-5 Table of Contents: Introduction... 2 Curriculum Map... 3 Pre-Kindergarten... 4 Kindergarten...

### Voyager Sopris Learning Vmath, Levels C-I, correlated to the South Carolina College- and Career-Ready Standards for Mathematics, Grades 2-8

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: 156-159 Module 4: Lesson 7: 220-223 2. Reason both contextually

### Arizona 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

### Prairie-Hills Elementary School District 144 Kindergarten ~ MATH Curriculum Map

Quarter 1 Prairie-Hills Elementary School District 144 Kindergarten ~ MATH Curriculum Map Domain(s): Counting and Cardinality Geometry Cluster(s): Identify and describe shapes (squares, circles, triangles,

### AERO/Common Core Alignment 3-5

AERO/Common Core Alignment 3-5 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

### Excel 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

### SCOPE & 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

### Common 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

### COMMON CORE STATE STANDARDS FOR MATHEMATICS K-5 Overview

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-5 Overview Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Kindergarten Counting and Cardinality Operations and Algebraic Thinking Number

### CCSS-M Critical Areas: Kindergarten

CCSS-M Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such

### Sequenced Units for the Common Core State Standards in Mathematics Grade 1

Sequenced Units for the Common Core State Standards in Mathematics In Kindergarten, students learned to count in order, count to find out "how many", and model addition and subtraction situations with

### ALIGNMENT 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

### Math 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

### First 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 1-1: Spatial Patterns

### Standards for Mathematical Practice in Kindergarten

Standards for Mathematical Practice in Kindergarten The Common Core State Standards for Mathematical Practice are expected to be integrated into every mathematics lesson for all students Grades K-12. Below

### Mathematics: Standards for Mathematical Practice

Mathematics: Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

Understanding Your Child s First Grade Report Card Santa Monica-Malibu Unified School District is now using the Common Core State Standards (CCSS) in English language arts and mathematics. Your child s

### Common 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

### New York State. P-12 Common Core. Learning Standards for. Mathematics

New York State P-12 Common Core Learning Standards for Mathematics This document includes all of the Common Core State Standards in Mathematics plus the New York recommended additions. All of the New York

### Unit 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

### Composing and Decomposing Whole Numbers

Grade 2 Mathematics, Quarter 1, Unit 1.1 Composing and Decomposing Whole Numbers Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Demonstrate understanding of mathematical

### Mathematics 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

### Mathematics Curriculum Framework

1 THIS PAGE INTENTIONALLY LEFT BLANK 2 Archdiocese of Louisville According to Principles and Standards for School from the National Council of Teachers of, new knowledge, tools, and ways of doing and communicating

### Mathematical Practices

The New Illinois Learning Standards for Mathematics Incorporating the Common Core Mathematical Practices Grade Strand Standard # Standard K-12 MP 1 CC.K-12.MP.1 Make sense of problems and persevere in

### GRADE 2 MATHEMATICS. Students are expected to know content and apply skills from previous grades.

GRADE 2 MATHEMATICS Students are expected to know content and apply skills from previous grades. Mathematical reasoning and problem solving processes should be incorporated throughout all mathematics standards.

### GLE 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 GRADE-LEVEL 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

### First 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

### First 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

### California Common Core State Standards Comparison- FOURTH GRADE

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. Standards

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

### Topic 1: Understanding Addition and Subtraction

Topic 1: Understanding Addition and Subtraction 1-1: Writing Addition Number Sentences Essential Understanding: Parts of a whole is one representation of addition. Addition number sentences can be used

### Kindergarten Mathematics Domain Counting and Cardinality Cluster Know number names and the count sequence Pacing

Kindergarten Mathematics Domain Counting and Cardinality Cluster Know number names and the count sequence Pacing Standards 1st Quarter Stepping Stones Module 1 (Counting and Cardinality 3) Module 2 (Counting

### South Carolina College- and Career-Ready Standards for Mathematics

South Carolina College- and Career-Ready Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015

### Mathematics Scope and Sequence, K-8

Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K-8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count

### South Carolina College- and Career-Ready Standards for Mathematics

South Carolina College- and Career-Ready Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015

### Solve 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

### Year 1 maths expectations (New Curriculum)

Year 1 maths expectations Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number Counts, reads and writes numbers to 100 in numerals; counts in multiples of

### GRADE 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

### Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

### Charlesworth School Year Group Maths Targets

Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve

### Just want the standards alone? You can find the standards alone at

5 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year. This document is designed to help North

### Third 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

### Standard 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

### These standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work

Introduction The AERO Curriculum Framework for Mathematics builds on the Common Core State Standards for Mathematics. The standards in this UPDATED Framework are the culmination of our effort to fulfill

A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley

### Common Core State Standards for Mathematics. Flip Book Grade 2

Common Core State Standards for Mathematics Flip Book Grade 2 Updated Fall, 2014 This project used the work done by the Departments of Educations in Ohio, North Carolina, Georgia, engageny, NCTM, and the

### 2013 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)

### 3 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

### Everyday Mathematics GOALS

Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the

### 3rd Grade Texas Mathematics: Unpacked Content

3rd 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 must

### COMMON CORE. DECONSTRUCTED for. State Standards FIRST GRADE ARTS 1MATHEMATICS

COMMON CORE State Standards DECONSTRUCTED for Classroom Impact 1MATHEMATICS FIRST GRADE ARTS 855.809.7018 www.commoncoreinstitute.com MathEMATICS OVERVIEW Introduction The Common Core Institute is pleased

### Topic Skill Homework Title Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

Year 1 (Age 5-6) Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count up to 10 and back (Age 5-6) Count up to 20 objects (Age 5-6)

### 3 rd 5 th Grade Math Core Curriculum Anna McDonald School

3 rd 5 th Grade Math Core Curriculum Anna McDonald School Our core math curriculum is only as strong and reliable as its implementation. Ensuring the goals of our curriculum are met in each classroom,

### STRAND: Number and Operations Algebra Geometry Measurement Data Analysis and Probability STANDARD:

how August/September Demonstrate an understanding of the place-value structure of the base-ten number system by; (a) counting with understanding and recognizing how many in sets of objects up to 50, (b)

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 1 Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility: Grade 1 Credit

### FIRST 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

### 5 th Grade Common Core State Standards. Flip Book

5 th 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

### Bedford Public Schools

Bedford Public Schools Grade 4 Math The fourth grade curriculum builds on and extends the concepts of number and operations, measurement, data and geometry begun in earlier grades. In the area of number

### 2 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

### Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.

3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.