Topic: 1  Understanding Addition and Subtraction


 Marion Green
 2 years ago
 Views:
Transcription
1 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 word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. /Enduring What are some ways to think about addition and subtraction? Parts of a whole is one interpretation of addition. Addition number sentences can be used to show parts of a whole. Joining parts to make a whole is one interpretation of addition. Addition number sentences can be used to show joining parts of a whole. Separating parts from a hole and comparison are two interpretations of subtraction. Subtraction number sentences can be used to show separating parts from a hole or comparison subtraction situations. Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact. 1.1 Writing addition number sentences 1.2 Stories about joining 1.3 Writing subtraction number sentences 1.4 Stories about separating 1.5 Stories about comparing 1.6 Connecting addition & subtraction 1.7 Use objects for solving problems
2 9 days / September / October Topic: 2  Addition Strategies Represent and solve problems involving addition and subtraction. 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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 Add and subtract within OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers. /Enduring What are strategies for finding addition facts? Doubles facts can be associated with memorable realworld situations. Basic addition facts that are near doubles can be found using a related doubles fact. Addition facts involving 9 can be changed to an equivalent fact with 10. Addition facts involving 8 can be changed to an equivalent fact with 10. Two numbers can be added in any order. Three or more whole numbers can be grouped and added in any order. 2.1 Adding 0, 1, Adding doubles 2.3 Adding near doubles 2.4 Adding in any order 2.5 Adding 3 numbers 2.6 Making 10 to add 2.7 Draw a picture and write a # sentence
3 8 days / October Topic: 3  Subtraction Strategies Represent and solve problems involving addition and subtraction. 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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 Add and subtract within OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers. /Enduring What are strategies for finding subtraction facts? Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact. Some subtraction facts can be found by subtracting from the minuend (the larger number) an amount to get to 10 and then subtracting the amount that remains. 3.1 Subtracting 0, 1,2 3.2 Thinking addition to subtraction doubles 3.3 Thinking addition to 10 subtract 3.4 Thinking addition to 18 to subtract 3.5 Making 10 to subtract 3.6 Two question problems
4 6 days /October Topic: 4  Working with Equal Groups Represent and solve problems involving addition and subtraction. 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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 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. /Enduring What is the relationship between arrays and repeated addition? Repeated addition involves joining equal groups. An array involves joining equal groups and is one way to think about repeated addition. 4.1 Repeated addition 4.2 Building arrays 4.3 Practicing repeated addition 4.4 Draw a picture and write a number sentence
5 9 days / November Understand place value. 2.NBT.1. Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 2.NBT.2. Count within 1000; skipcount by 5s, 10s, and 100s. 2.NBT.3. Read and write numbers to 1000 using baseten numerals, number names, and expanded form. 2.NBT.4. Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <. Use place value understanding and properties of operations to add and subtract. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Work with equal groups of objects to gain foundations for multiplication. 2.OA.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. Topic: 5  Place Value to 100 /Enduring How can numbers to 100 be shown and compared? In a twodigit number, the tens digit tells how many groups of ten and the ones digit tells the number of ones. The numbers are written by joining two number words that describe the number of tens and the number of ones. Numbers through 20 are each represented by a unique number word. Our place value number system makes it easy to name the number that is 10 more or 10 less than any other given number by simply adjusting the digit in the tens place. Numbers can be used to tell how many. Place value can be used to compare and order numbers. The position of words before and after can be sued to explain number relationships. Some numbers can be divided into two equal parts and some cannot. 5.1 Models for tens and ones 5.2 Reading & writing numbers 5.3 Using symbols to compare # s 5.4 Counting to Ten more or ten less 5.6 Even and odd numbers 5.7 Use fata from a chart
6 8 days / December Topic: 6  Mental Addition Understand place value. 2.NBT.2. Count within 1000; skipcount by 5s, 10s, and 100s. Use place value understanding and properties of operations to add and subtract. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. /Enduring How can sums be found mentally? Adding tens is like adding ones. When adding a number less than ten to a twodigit number using the traditional algorithm, it may be necessary to rename 10 ones as 1 ten. Twodigit numbers can be broken apart using tens and ones and added in different ways. Patterns on a hundred chart can be used to add numbers and to develop mental math strategies and number sense. Adding groups of tens is similar to adding numbers less than Adding tens 6.2 Adding ones 6.3 Adding tend and ones 6.4 Adding on a hundred chart 6.5 Adding multiples of Look for a pattern
7 7 days / January Topic: 7  Mental Subtraction Use place value understanding and properties of operations to add and subtract. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.8. Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number /Enduring How can differences be found mentally? Subtracting tens is like subtracting ones. To find parts of 100, add on ones to make a ten and count on by tens to reach 100. Patterns in a hundred chart can be used to subtract numbers and to develop mental math strategies and number sense. Subtracting groups of tens is similar to subtracting numbers less than Subtracting tens 7.2 Finding parts of Subtracting on a hundreds chart 7.4 Subtracting multiples of Missing or extra information
8 11 days / January Topic: 8  Adding TwoDigit Numbers Use place value understanding and properties of operations to add and subtract. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6. Add up to four twodigit numbers using strategies based on place value and properties of operations. Relate addition and subtraction to length. 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent wholenumber sums and differences within 100 on a number line diagram. /Enduring What is a standard procedure for adding two digit numbers? 10 ones can be regrouped for 1 ten. The standard addition algorithm for twodigit and onedigit numbers breaks the calculations into simpler calculations using place value, starting with the ones and then the tens. Answers to the simpler calculations are used to give the final sum. The standard algorithm for adding twodigit and twodigit numbers is just an extension of the algorithm for adding twodigit and onedigit numbers. The ones are added first and then the tens. All sums and differences can be found using models (cubes). Some calculations are done easily using mental math or paper and pencil. More complex calculations can be done using a calculator. Sums can be represented as lengths on a number line diagram of addition. Three and four twodigit numbers can be grouped and added in any order. 8.1 Regrouping 10 ones for 1 ten 8.2 Models to add 2 and 1 digit numbers 8.3 Adding 2 and 1 digit numbers 8.4 Models to add 2 digit numbers 8.5 Adding 2 digit numbers 8.6 Adding on a number line 8.7 Adding more than two numbers 8.8 Ways to add 8.9 Draw a picture and write a # sentence
9 11 days / January / February Topic: 9  Subtracting TwoDigit Numbers Use place value understanding and properties of operations to add and subtract. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate addition and subtraction to length. 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent wholenumber sums and differences within 100 on a number line diagram. /Enduring What is a standard procedure for subtracting two digit numbers? One ten can be regrouped for 10 ones. The standard subtraction algorithm breaks the calculation into simpler calculations starting with the ones and then the tens. The standard algorithm for subtracting twodigit and twodigit numbers is just an extension of the algorithm for subtracting twodigit and onedigit numbers. All sums and differences can be found using models (cubes). Some calculations are done easily using mental math or paper and pencil. More complex calculations can be done using a calculator. Differences can be represented as lengths in a number line diagram of subtraction. The inverse relationship between addition and subtraction can be used to check subtraction. 9.1 Regrouping 1 ten for 10 ones 9.2 Models to subtract 2 and 1 digit numbers 9.3 Subtracting 2 and 1 digit numbers 9.4 Models to subtract 2 digit numbers 9.5 Subtracting 2 digit numbers 9.6 Subtracting on a number line 9.7 Using addition to check subtraction 9.8 Ways to subtract 9.9Two question problems
10 11 days / February / March Topic: 10  Place Value to 1,000 Understand place value. 2.NBT.1. Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 1a. 100 can be thought of as a bundle of ten tens called a hundred. 1b.The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.2. Count within 1000; skipcount by 5s, 10s, and 100s. 2.NBT.3. Read and write numbers to 1000 using baseten numerals, number names, and expanded form. 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. 2.NBT.8. Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number /Enduring What number patterns are helpful in reading and writing numbers to 1,000? Numbers can be used to tell how many. Our number system is based on groups of ten. Whenever we get 10 in one place value, we move to the next greater place value. Adding or subtracting hundreds or tens is similar to adding or subtracting singledigit numbers. Counting and placevalue can be seen on a hundreds chart. Number lines can help with skip counting. Place value can be used to compare and order numbers. Ordering three or more numbers is similar to comparing two numbers because each number must be compared to each of the other numbers Building 1, Counting 100 s, 10 s an 1 s 10.3 Reading & writing numbers to 1, Changing numbers by 100 s & 10 s 10.5 Patterns with # s on hundred s chart 10.6 Skip counting 5, 10, 100 to 1, Comparing numbers 10.8 Ordering numbers 10.9 Look for a pattern
11 11 days / March Topic: 11  ThreeDigit Addition and Subtraction Use place value understanding and properties of operations to add and subtract. 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. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. Number to represent the problem. /Enduring What are the ways to add & subtract three digit numbers? There are a variety of ways to add three digit numbers. There is more than one way to do a mental calculation. Techniques for doing addition or subtraction calculations mentally involve changing the numbers or the expression so the calculation is easy to do mentally. The standard addition algorithm for threedigit numbers breaks the calculation into simpler calculations using place value starting with the ones, then the tens, and then the hundreds. There is a variety of ways to subtract threedigit numbers. The standard subtraction algorithm for threedigit numbers breaks the calculation into simpler calculations using place value starting with the ones, then the tens, and then the hundreds Exploring adding 3 digit numbers 11.2 Mental math 11.3 Models for adding with 3 digit numbers 11.4 Adding 3 digit numbers 11.5 Exploring subtracting 3 digit numbers 11.6 Mental Math: Ways to find missing parts 11.7 Models for subtracting with 3 digit # s 11.8 Subtracting 3 digit numbers 11.9 Use logical reasoning
12 10 days / March / April Reason with shapes and their attributes. 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.2. Partition a rectangle into rows and columns of samesize squares and count to find the total number of them. 2.G.3. Partition circles and rectangles 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. Topic: 12  Geometry /Enduring How can shapes and solids be described, and compared, and used to make other shapes? Threedimensional or solid figures have length, width, and height. Many can be described, classified, and analyzed by their faces or flat surfaces, edges, and vertices. Many everyday objects closely approximate standard geometric solids. A shape can be identified by the number of its sides, vertices, angles. Some shapes can be combined to make new shapes. Same shapes can be decomposed into other shapes. Rectangles can be partitioned into equal squares. A region can be divided into equalsized parts in different ways. Equalsized parts of a region have the same area but not necessarily the same shape Flat surfaces, vertices, and edges 12.2 Relating plane figures to solid figures 12.3 Polygons & angles 12.4 Making new shapes 12.5 Cutting shapes apart 12.6 Dividing rectangles into equal shares 12.7 Wholes and equal parts 12.8 Use reasoning to solve problems
13 7 days / April Work with time and money. 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Topic: 13  Counting Money /Enduring What strategies can be used to count money? Specific coins or bills each have a unique value. The size of a coin does not indicate its value. Money amounts can usually be counted in different ways. When counting money, it is usually easier to start with the coin or bill with the greatest value. The amount of money can often be represented using different combinations of coins and bills Coins 13.2 Counting collections of coins 13.3 Ways to show the same amount 13.4 One dollar 13.5 Make an organized list
14 6 days / April Topic: 14  Money Work with time and money 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. /Enduring How can sums and differences be estimated? The process for adding money, written using cent notations, is the same as adding whole numbers. The process for subtracting money, written using cent notation, is the same as subtracting whole numbers. Rounding can be used to estimate sums and differences as can place value and number relationships Adding money 14.2 Subtracting money 14.3 Estimating sums & differences 14.4 Try, check & revise
15 11 days / April / May Topic: 15  Measuring Length Measure and estimate lengths in standard units. 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.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Relate addition and subtraction to length. 2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. /Enduring How can you measure the length of an object using nonstandard units? How can you use addition and subtraction to solve measurement problems? The length of some objects is measureable. The length of any object can be sued as a measurement unit for length, but a standard unit, such as an inch or centimeter, is always the same length. The length of any object can be used as a measurement unit for length, but a standard unit is always the same length. Measurement is a process of comparing a unit to the object being measured. The length of any object can be used as a measurement unit for length. Measurements in the same unit like inches can be added or subtracted in the same way as adding and subtracting whole numbers. The measurement unit needs to be written with the sum or difference. The length of two objects can be compared by subtracting to find the difference. Materials: EnVision Math 15.1 Exploring length 15.2 Inches 15.3 Centimeters 15.4 Inches, feet and yards 15.5 Centimeters & meters 15.6 Measuring length 15.7 Adding & subtracting in measurement 15.8 Comparing lengths 15.9 Use objects to solve problems
16 8 days / May Relate addition and subtraction to length. 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Represent and interpret data. 2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in wholenumber units. 2.MD.10. Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Topic: 16  Time, Graphs, and Data /Enduring How can clocks, bar graphs, and pictographs be used to show data and answer questions? Time can be given to the nearest five minutes. Time can be expressed using different units that are related to each other. A.M. and P.M. are used to designate certain time periods. Time can be expressed before or after the hour. Data can be organized in different ways. The lengths of objects can be organized in different ways. A line plot can be used as a visual representation of the relative lengths of objects. Each type of graph is most appropriate for certain kinds of data. Pictographs and bar graphs make it easy to compare data Telling time to five minutes 16.2 Telling time before & after the hour 16.3 Organizing data 16.4 Graphing lengths 16.5 Pictographs 16.6 Use a graph
Huntsville 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 informationSecond 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 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 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 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 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 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 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 informationProgressing 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 onedigit
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 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 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 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 informationThe Mathematics Curriculum and Pacing. EnVision K5
The Mathematics Curriculum and Pacing EnVision K5 Mathematics Curriculum  Kindergarten Suggested Blocks of Instruction: 12 days /September Topic: 1One to Five Objectives/CPI s/standards /Enduring Materials/Assessment
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 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 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 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 informationDelaware s Common Core State Standards for Mathematics Grade 2 Assessment Examples
Delaware s Common Core State s for Mathematics Grade 2 Assessment Examples Compiled by: Teaching and Learning Branch Katia Foret, Ph.D. Education Associate Rita Fry, Ed.D. Education Associate September
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 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 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 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 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 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 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 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 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 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 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 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 informationGRADE 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.
More informationCurriculum Scope & Sequence
BOE APPROVED 9/27/11 REVISED 9/25/12 Subject/Grade Level: MATHEMATICS/GRADE 1 Curriculum Scope & Sequence Unit Duration Common Core Understanding 10 Days Standards: Addition 1.OA.1 1.OA.3 1.OA.7 11 Spatial
More informationGrades K 8. Scope and Sequence. Math K 4. Intermediate 3 5. Courses 1 3
Grades K 8 Scope and Sequence 4 Intermediate 3 5 Courses 1 3 K 4 4 Scope and Sequence The Scope and Sequence for the K 4 mathematics series is intended to help educators view the progression of mathematical
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 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 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 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 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 informationDomain: Measurement and Data Cluster 1 Kindergarten Describe and compare measureable attributes.
Cluster 1 Kindergarten Describe and compare measureable attributes. MAFS.K.MD.1.1 Describe measureable attributes of objects, such as length or weight. Describe several measureable attributes of a single
More informationGrades K 5 Scope and Sequence. Your #1 Choice for WorldClass Mathematics! Deep Math Understanding. RealWorld Problem Solvers.
Grades K 5 Scope and Sequence Your #1 Choice for WorldClass Mathematics! Deep Math Understanding. RealWorld Problem Solvers. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Math in Focus : Singapore
More information1st 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
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 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 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 informationScholastic Do The Math
Scholastic correlated to the Grades K  7 2011 TM & Scholastic Inc. All rights reserved. SCHOLASTIC,, and associated logos are trademarks and/or registered trademarks of Scholastic Inc. Scholastic Correlated
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 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 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 informationFourth Grade Saxon Math Curriculum Guide Key Standards Addressed in Section
Sections and Lessons Fourth Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 110 Focus on Concepts A & B Investigation 1 Sequences, Word Problems, Place Value, Numbers to
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 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 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 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 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 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 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 informationBedford 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
More informationMathematics 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
More information1 How do I make a number?
st What is a number? 1 How do I make a number? Why do we need to count? What are some ways we count? NUMBER SENSE GEOMETRY & SPATIAL SENSE Place value and number relationships reads and writes numerals
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 informationSecond Quarter Assurances Vocabulary Number Chat/Singapore Math Number Bonds (020) Number Line (0999) Number Collections (020) 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.
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 informationSTRAND: Number and Operations Algebra Geometry Measurement Data Analysis and Probability STANDARD:
how August/September Demonstrate an understanding of the placevalue structure of the baseten number system by; (a) counting with understanding and recognizing how many in sets of objects up to 50, (b)
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 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 informationIndicator 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.
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 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 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 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 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 informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationCommon Core Standards Alignment Chart Grade 1
Common Core Standards Alignment Chart Grade 1 1.OA.1 1.OA.2 1.OA.3 1.OA.4 1.OA.5 1.OA.6 1.OA.7 1.OA.8 1.NBT.1 1.NBT.2 1.NBT.3 1.NBT.4 1.NBT.5 1.NBT.6 1.MD.1 1.MD.2 1.MD.3 1.MD.4 1.G.1 1.G.2 1.G.3 Unit
More informationDanville District No. 118 Mathematics Fifth Grade Curriculum and Scope and Sequence First Quarter
Danville District No. 118 Mathematics Fifth Grade Curriculum and Scope and Sequence First Quarter Common Core Operations and Algebraic Thinking (5.OA) Common Core Number and Operations in Base Ten (5.NBT)
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
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 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 informationChapter 1: Addition Facts
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
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 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 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 informationMathematics: 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.
More informationTopic: 1One to Five
9 days /September Topic: 1One to Five Know number names and the count sequence. K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count
More informationOverview of PreK6 GradeLevel Goals. Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
Overview of 6 GradeLevel 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
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 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 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 informationMaths 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
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 information3rd 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
More information1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B. Whole Numbers
Whole Numbers Scope and Sequence for Primary Mathematics, U.S. Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced or specifically addressed. Understand
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 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 informationConcepts 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
More information