# Math, Grades 1-3 TEKS and TAKS Alignment

Save this PDF as:

Size: px
Start display at page:

## Transcription

2 (b) Knowledge and skills. (1.1) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. (A)+ compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models (D)+ read and write numbers to 99 to describe sets of concrete objects (B)+ create sets of tens and ones using concrete objects to describe, compare, and order whole numbers (C)+ use words and numbers to describe the values of individual coins such as penny, nickel, dime, and quarter and their relationships (1.2) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects. (A)+ share a whole by separating it into equal parts and use appropriate language to describe the parts such as three out of four equal parts (B)+ use appropriate language to describe part of a set such as three out of the eight crayons are red Math, Grades 1-3 TEKS and TAKS Alignment (2.1) Number, operation, and quantitative reasoning. The student understands how place value is used to represent whole numbers. (A)+ use concrete models to represent, compare, and order whole numbers (through 999), read the numbers, and record the comparisons using numbers and symbols (>, <, =) (2.2) Number, operation, and quantitative reasoning. The student uses fraction words to name parts of whole objects or sets of objects. (A)+ name fractional parts of a whole object (not to exceed twelfths) when given a concrete representation (B)+ name fractional parts of a set of objects (not to exceed twelfths) when given a concrete representation (3.1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. (A)* use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999 (B)* use place value to compare and order whole numbers through 9,999 (C)* determine the value of a collection of coins and bills (3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. (A) construct concrete models of fractions (B)* compare fractional parts of whole objects or sets of objects in a problem situation using [concrete] models (C)* use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less (D) construct concrete models of equivalent fractions for fractional parts of whole objects Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg Reformatted by Authentic Learning, Inc. Page 2

4 (1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. (A)+ find patterns in numbers, including odd and even (B)+ compare and order whole numbers using place value (C)+ identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as = 5, = 5, 5 2 = 3, and 5 3 = 2 (1.4) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. (A)+ identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems (B)+ use patterns to skip count by twos, fives, and tens (2.5) Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. (A)+ find patterns in numbers such as in a 100s chart (B)+ use patterns in place value to compare and order whole numbers through 999 (C)+ use patterns to develop strategies to remember basic addition facts (D)+ solve subtraction problems related to addition facts (fact families) such as = 17, = 17, 17 8 = 9, and 17 9 = 8 (2.6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. (A)+ generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels (B)+ identify patterns in a list of related number pairs based on a real-life situation and extend the list (C)+ identify, describe, and extend patterns to make predictions and solve problems (3.6) Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. (A)* identify and extend whole-number and geometric patterns to make predictions and solve problems (B)* identify patterns in multiplication facts using [concrete objects,] pictorial models, [or technology] (C)*identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 2 = 3, 6 3 = 2 (3.7) Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships. (A)* generate a table of paired numbers based on a real-life situation such as insects and legs (B)* identify patterns in a table of related number pairs based on a real-life situation and extend the table Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg Reformatted by Authentic Learning, Inc. Page 4

5 (1.6) Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. (A)+ describe and identify objects in order to sort them according to a given attribute using informal language (B)+ identify circles, triangles, and rectangles, including squares, and describe the shape of balls, boxes, cans, and cones (C)+ combine geometric shapes to make new geometric shapes using concrete models (1.7) Measurement. The student uses nonstandard units to describe length, weight, and capacity. (A)+ estimate and measure length, capacity, and weight of objects using nonstandard units (B)+ describe the relationship between the size of the unit and the number of units needed in a measurement (2.7) Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. (A)+ identify attributes of any shape or solid (B)+ use attributes to describe how two shapes or two solids are alike or different (3.8) Geometry and spatial reasoning. The student uses formal geometric vocabulary. (A)* name, describe, and compare shapes and solids using formal geometric vocabulary (3.9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. (A)* identify congruent shapes (C)* identify lines of symmetry in shapes (C)+ cut geometric shapes apart and identify (B) create shapes with lines of symmetry the new shapes made using concrete models and technology (2.8) Geometry and spatial reasoning. (3.10) Geometry and spatial reasoning. The student recognizes that numbers can be represented by points on a line. (A)+ use whole numbers to locate and name (A)* locate and name points on a line using points on a line whole numbers [and fractions such as halves] (2.9) Measurement. The student recognizes and uses models that approximate standard units (metric and customary) of length, weight, capacity, and time. (A)+ identify concrete models that approximate standard units of length, capacity, and weight (B)+ measure length, capacity, and weight using concrete models that approximate standard units (C)+ describe activities that take approximately one second, one minute, and one hour (3.11) Measurement. The student selects and uses appropriate units and procedures to measure length and area. (A)* estimate and measure lengths using standard units such as inch, foot, yard, centimeter, [decimeter,] and meter (B)* use linear measure to find the perimeter of a shape (C)* use [concrete] models of square units to determine the area of shapes Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg Reformatted by Authentic Learning, Inc. Page 5

6 (1.8) Measurement. The student understands that time and temperature can be measured. Math, Grades 1-3 TEKS and TAKS Alignment (2.10) Measurement. The student uses standard tools to measure time and temperature. (A)+ read a thermometer to gather data (3.12) Measurement. The student measures time and temperature. (A)+ recognize temperatures such as a hot day or a cold day (B)* use a thermometer to measure temperature (B)+ describe time on a clock using hours and (B)+ describe time on a clock using hours and (A)* tell and write time shown on traditional half hours minutes and digital clocks (C)+ order three or more events by how much (3.13) Measurement. The student applies time they take measurement concepts. (A)* measure to solve problems involving length, area, temperature, and time (1.9) Probability and statistics. The student (2.11) Probability and statistics. The student (3.14) Probability and statistics. The student displays data in an organized form. organizes data to make it useful for solves problems by collecting, organizing, interpreting information. displaying, and interpreting sets of data. (A)+ collect and sort data (A)+ construct picture graphs and bar-type (A)* collect, organize, record, and display data graphs in pictographs and bar graphs where each picture or cell might represent more than one piece of data (B)+ use organized data to construct real object graphs, picture graphs, and bar- type graphs (1.10) Probability and statistics. The student uses information from organized data. (A)+ draw conclusions and answer questions using information organized in realobject graphs, picture graphs, and bartype graphs (B)+ identify events as certain or impossible such as drawing a red crayon from a bag of green crayons (B)+ draw conclusions and answer questions (B)* interpret information from pictographs based on picture graphs and bar-type and bar graphs graphs (C)+ use data to describe events as more likely (C)* use data to describe events as more likely, or less likely such as drawing a certain less likely, or equally likely color crayon from a bag of seven red crayons and three green crayons Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg Reformatted by Authentic Learning, Inc. Page 6

7 (1.11) Underlying processes and (2.12) Underlying processes and (3.15) Underlying processes and The student APPLIES MATHEMATICS TO SOLVE PROBLEMS CONNECTED TO EVERYDAY EXPERIENCES AND ACTIVITIES IN AND OUTSIDE OF SCHOOL. (A)* IDENTIFY MATHEMATICS IN EVERYDAY SITUATIONS (B)+ USE A PROBLEM-SOLVING MODEL, WITH GUIDANCE AS NEEDED, THAT (B)* USE A PROBLEM-SOLVING MODEL THAT INCORPORATES UNDERSTANDING THE PROBLEM, MAKING A PLAN, CARRYING OUT THE PLAN, AND EVALUATING THE SOLUTION FOR INCORPORATES UNDERSTANDING THE REASONABLENESS PROBLEM, MAKING A PLAN, CARRYING OUT THE PLAN, AND EVALUATING THE SOLUTION FOR REASONABLENESS (C)+ SELECT OR DEVELOP AN APPROPRIATE PROBLEM-SOLVING STRATEGY INCLUDING DRAWING A PICTURE, LOOKING FOR A PATTERN, SYSTEMATIC GUESSING AND CHECKING, OR ACTING IT OUT IN ORDER TO SOLVE A PROBLEM (C)* SELECT OR DEVELOP AN APPROPRIATE PROBLEM-SOLVING STRATEGY, INCLUDING DRAWING A PICTURE, LOOKING FOR A PATTERN, SYSTEMATIC GUESSING AND CHECKING, ACTING IT OUT, MAKING A TABLE, WORKING A SIMPLER PROBLEM, OR WORKING BACKWARDS TO SOLVE A PROBLEM (D) USE TOOLS such as real objects, manipulatives, and technology TO SOLVE PROBLEMS (1.12) Underlying processes and (2.13) Underlying processes and (3.16) Underlying processes and The student COMMUNICATES ABOUT MATHEMATICS USING INFORMAL LANGUAGE. (A) EXPLAIN AND RECORD OBSERVATIONS USING OBJECTS, WORDS, PICTURES, NUMBERS, AND TECHNOLOGY (B)* RELATE EVERYDAY LANGUAGE TO MATHEMATICAL LANGUAGE AND SYMBOLS (1.13) Underlying processes and (2.14) Underlying processes and The student USES LOGICAL REASONING TO MAKE SENSE OF HIS OR HER WORLD. (A) REASON AND SUPPORT HIS OR HER THINKING USING OBJECTS, WORDS, PICTURES, NUMBERS, AND TECHNOLOGY (3.17) Underlying processes and (A)* MAKE GENERALIZATIONS FROM PATTERNS OR SETS OF EXAMPLES AND NONEXAMPLES (B) JUSTIFY WHY AN ANSWER IS REASONABLE AND EXPLAIN THE SOLUTION PROCESS Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg Reformatted by Authentic Learning, Inc. Page 7

### Grade 3 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills

Grade 3 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 3 Mathematics Assessment Reporting Category 1: Numbers, Operations, and Quantitative Reasoning The student will

### 1st Grade Curriculum Alignment Checklist TAKS TEKS 1 2 3 4 5 6

TAKS TEKS 1 2 3 4 5 6 Objective 1 Number, operation, and quantitative reasoning. 1. Use one-to-one correspondence to identify verbally whether one set of objects is greater than, less than or equal to

### 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,

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

### 1) 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

### 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

### 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.

### 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

### 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

### 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

### 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,

### Overview of PreK-6 Grade-Level Goals. Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

Overview of -6 Grade-Level Goals Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting Goal 1: Verbally count in

### 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

### 1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.

1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: --counting, reading, and writing whole numbers

### Mercer County Schools

Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Second Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia

### 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)

### use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999).

SE 2.1A use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999). Hundreds Tens Ones SE 2.1B use place value to read, write, and describe the value of whole numbers

### -- Martensdale-St. Marys Community School Math Curriculum

-- Martensdale-St. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.

### 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

### 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

### 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

### Second Quarter Assurances Vocabulary Number Chat/Singapore Math Number Bonds (0-20) Number Line (0-999) Number Collections (0-20) Model Drawing

Second Quarter Assurances The student will explore the inverse relationship between addition and subtraction. The student will explore numbers in depth using a number line, 100s chart, and place value.

### 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,

### Year 2 Maths Objectives

Year 2 Maths Objectives Counting Number - number and place value Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Place Value Comparing and Ordering Read and write

### 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

### Building number sense and place value and money understanding

Unit: 1 Place Value, Money, and Sense s to be mastered in this unit: 3.N.1 Skip count by 25 s, 50 s, 100 s to 1,000 3.N.2 Read and write whole numbers to 1,000 place 3.N.3 Compare and order numbers to

### Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. use number facts to solve problems

Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. Begin to use the term multiple identify and represent numbers using different representations

### 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

### 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

### Number, Operation, and Quantitative Reasoning

2 nd Grade Math TEKS I Can Statements Website Resources Number, Operation, and Quantitative Reasoning 2.1A I can use models to make a number that has hundreds, tens,and ones 2.1B I can read and write whole

### 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

### 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

### 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

### 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,

### Quarter One: August-October

Quarter One: August-October (Chapters 1 3, 5-6, 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.

### ISAT Mathematics Performance Definitions Grade 4

ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers

### Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting

Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December

### Decision 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

### 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

### 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

### Concepts of Elementary Mathematics Enduring Understandings & Essential Questions

Concepts of Elementary Mathematics & First through Fourth Grade Content Areas: Numbers and Operations Algebra Geometry Measurement Data Analysis and Probability Above all, students should feel enchanted

### DLM Mathematics Year-End Assessment Model Blueprint

DLM Mathematics Year-End Assessment Model 2014-15 Blueprint In this document, the blueprint refers to the range of Essential Elements (s) that will be assessed during the spring 2015 assessment window.

### 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count

Math 2, 3 rd Edition Plan Overview 1 4 5 1 4 2 * 6 7 5 6 Chapter 1: Addition Facts Zero Principle of Addition count on 1 or 2 add with 5 Order Principle of Addition count 0 20 on a number line sequence

### Maths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.

Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100

### 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,

### 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,

### Illinois State Standards Alignments Grades Three through Eleven

Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other

### 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

### Year 2 Maths Objectives

Year 2 Maths Objectives Place Value COUNTING COMPARING NUMBERS IDENTIFYING, REPRESENTING & ESTIMATING NUMBERS count in steps of 1, 2, 3, and 5 from 0, and in tens from any two-digit number, forward or

### 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

### Grade 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

### EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:

### CARMEL CLAY SCHOOLS MATHEMATICS CURRICULUM

GRADE 4 Standard 1 Number Sense Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers 1 and decimals relate to simple fractions. 4.1.1 Read and write

### 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:

### MIDDLESEX COUNTY PUBLIC SCHOOLS FIRST GRADE CURRICULUM PACING GUIDE REVISED 08/2014

Assessments AS NEEDED Formative - Multiple Choice, free response, performance assessment, quick checks, teacher made Summative Topic Test, Multiple Choice, free response, performance assessment & teacher

### 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

### 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 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

### 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

### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced

### Read and write numbers to at least 1000 in numerals and in words.

Year 1 Year 2 Year 3 Number, place value, rounding, approximation and estimation Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write

### Provost Williams C.E. Primary School Maths Medium Term Plan

Year 2 Autumn 1 counting, reading and writing 2-digit numbers, place value To count in steps of 2, 3, and 5 from 0, and count in tens from any number, forward or backward. To recognise the place value

GRADE 5 UNIT PLANS LINKED TO THE BIG IDEAS STRAND: Patterning and Algebra TERM: 1 First Instructional Strand Patterns and Relationships 1. Experience with a wide variety of patterns helps students recognize

### 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

### Year R Maths Objectives

Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from -0, place them in order and say which number is

### Stage 1: Integrate essential questions, big ideas and learning targets, and ensure it can be differentiated and assessed

Grade 5 Math Unit Title Time frame 21 st Century Themes Interdisciplinary focus and technology integration Unit 1: Understanding Place Value 3 weeks Critical Thinking and Problem Solving Communication

### Thank you for your interest in Inspiration and Kidspiration!

The Inspired Standards Match is designed to demonstrate the many ways Kidspiration and Inspiration support the standards and to give educators ideas for using these tools to meet learning goals across

### 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

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### 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

### 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

### Vocabulary, 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

### MATHS LEVEL DESCRIPTORS

MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and

### Jackson 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

### Elementary Mathematics Pacing Guide Grade 3

Elementary Mathematics Pacing Guide Grade 3 FCPS Program of Studies (POS): The state of Virginia provides schools with a standards based curriculum to support student learning. These Standards, Benchmarks,

### My Year 1 Maths Targets

My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### 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

### Knowing and Using Number Facts

Knowing and Using Number Facts Use knowledge of place value and Use knowledge of place value and addition and subtraction of two-digit multiplication facts to 10 10 to numbers to derive sums and derive

### Prentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)

PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and

### In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.

MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target

### NEW MEXICO Grade 6 MATHEMATICS STANDARDS

PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

### Primary Curriculum 2014

Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,

### MACMILLAN/McGRAW-HILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)

MACMILLAN/McGRAW-HILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright

### Unit 3 Multiplication and Division

WEEK DATES TEK DESCRIPTION 9 Oct 19-23 3.4F, 3.4E, 3.4D Unit 3 Multiplication and Division Unit 3 Multiplication and Division 4 district bi-weekly scanned tests 10 Oct 26-30 3.4G 2x1 digit multiplication

### Unit 9. Unit 10. Unit 11. Unit 12. Introduction Busy Ant Maths Year 2 Medium-Term Plans. Number - Geometry - Position & direction

Busy Ant Maths Year Medium-Term Plans Unit 9 Geometry - Position & direction Unit 0 ( Temperature) Unit Statistics Unit Fractions (time) 8 Busy Ant Maths Year Medium-Term Plans Introduction Unit Geometry

### 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

### Effective Mathematics Interventions

Effective Mathematics Interventions Diane P. Bryant, Ph.D. Brian R. Bryant, Ph.D. Kathleen Hughes Pfannenstiel, Ph.D. Meadows Center for Preventing Educational Risk: Mathematics Institute 1 Research to

### Florida Department of Education/Office of Assessment January Grade 3 FCAT 2.0 Mathematics Achievement Level Descriptions

Florida Department of Education/Office of Assessment January 2012 Grade 3 FCAT 2.0 Mathematics Achievement Level Descriptions Grade 3 FCAT 2.0 Mathematics Reporting Category Number: Operations, Problems,

### Georgia Standards Alignment Grades One through Six

Georgia Standards Alignment Grades One through Six Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.

### National Curriculum 2014 Numeracy Objectives Number Number and Place Value Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Number Number and Place Value Pupils should be taught to and backwards, beginning with 0 or 1, or from any given number 0, and in tens from any number, forward and backward 50 and 100; find 10 or 100 more

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### MATHEMATICS LOWER KS2

MATHEMATICS LOWER KS2 The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts

### 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

### Manitoba Curriculum. Alignment with Mathletics. Supported by independent evidence-based research and practice. Powerful reporting.

Supported by independent evidence-based research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & Pre-Calculus

### Grades 4 and 5 Math. TEKS and TAKS Daily Distributive Practice

Grades 4 and 5 Math TEKS and TAKS Daily Distributive Practice 90 days of cumulative TEKS/TAKS practice tests Nine-question tests designed to meet 3 levels of achievement in a single classroom I'm the largest

### Exploring Mathematics Through Problem-Solving and Student Voice

Exploring Mathematics Through Problem-Solving and Student Voice Created By: Lisa Bolduc, Aileen Burke-Tsakmakas, Shelby Monaco, Antonietta Scalzo Contributions By: Churchill Public School Professional