GO Math! is built. for the COMMON CORE. Includes Complete Common Core Correlation Grades K 6

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1 GO Math! is built for the COMMON CORE Includes Complete Common Core Correlation Grades K 6

2 It s New! NEW Write-in Student Edition Children record, represent, solve, and explain as they discover and build new understandings right in their student books. Every lesson is four pages to ensure students are learning mathematics at a deeper level of understanding. 2

3 It s COMMON CORE! NEW Ways to Engage Since GO Math! was built for the Common Core, all the Mathematical Practices are completely embedded in the lessons. COMMON CORE MATHEMATICAL PRACTICES 3

4 It s Built for Student Success NEW C olor Coding for Critical Areas NEW Common Core State Standards Practice Book Soluciona el problema Read the Problem Lee el problema What do I need to find? Qué debo hallar? NEW MathBoards Solve the Problem Resuelve el problema Show how to solve the problem. Muestra la manera de resolver el problema. What information do I need to use? Qué información necesito usar? How will I use the information? De qué manera usaré la información? Side A Lado A MathBoard_Gr3_0827cs.indd 1 4 Houghton Mifflin Harcourt School Publishers /31/10 10:44:09 AM

5 It s All Here [Head] [bold] Review the following pages to see for yourself how GO Math!, built Common Core State Standards from scratch, completely addresses the Common Core State Standards. [Text] The grade-level correlation charts for Grades K-6 on the following pages show how lessons in GO Math! are completely aligned to the Common Core State Standards (CCSS) for Mathematics. Domains are larger groups of related standards. Number and Operations in Base Ten Use place value understanding and properties of operations to perform multi-digit arithmetic. CC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or A 9B, 9 12, 13A 13B, 13 16, 35A 35B, See Also: 25A 25B, 25 28, 29A 29B, 29 32, 43A 43B, 43 46, 47A 47B, CC.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 17A 17B, 17 20, 21A 21B, 21 24, 25A 25B, 25 28, 29A 29B, 29 32, 39A 39B, 39 42, 43A 43B, 43 46, 47A 47B, See Also: 13A 13B, 13 16, 35A 35B, 35 38, 51A 51B, 51 54, 61A 61B, 61 64, 65A 65B, 65 68, 69A 69B, 69 72, 75A 75B, 75 78, 79A 79B, 79 82, 83A 83B, 83 86, 87A 87B, 87 90, 101A 101B, , 401A 401B, , 405A 405B, , 423A 423B, , 437A 437B, , 441A 441B, , 453A 453B, , 463A 463B, , 467A 467B, , 471A 471B, Multiply one-digit whole numbers by multiples of 10 in the range (e.g., , ) using strategies based on place value and properties of operations. 191A 191B, , 195A 195B, , 199A 199B, Clusters are groups of related standards. CC.3.NBT.3 Number and Operations Fractions Every CCSS is covered in the lessons. Develop understanding of fractions as numbers. Standards define what students should understand and should be able to do. CC.3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 307A 307B, , 311A 311B, , 315A 315B, , 319A 319B, , 333A 333B, , 337A 337B, , 341A 341B, See Also: 351A 351B, , 355A 355B, , 359A 359B, , 363A 363B, , 369A 369B, , 373A 373B, , 377A 377B, , 517A 517B, CC.3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 323A 323B, , 329A 329B, a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 323A 323B, See Also: 329A 329B, , 373A 373B, b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 323A 323B, See Also: 329A 329B, , 355A 355B, , 371, 373A 373B, Domain continued on next page Pages only in Teacher Edition are shown in italics. Common Core State Standards Untitled PG131 6/1/2011 7:44:13 AM 5

6 Kindergarten COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practices CC.K 12.MP.1 CC.K 12.MP.2 Teacher Edition and Student Edition Pages Make sense of problems and persevere in solving them. In most Teacher Edition lessons. Some examples are: 245A, 473A Reason abstractly and quantitatively. In most Teacher Edition lessons. Some examples are: 205A, 251, 513A In most Student Edition lessons. Some examples are: 48, 68, 124, 160, 188, 228, 232, 244, 252, 480, 484 In most Student Edition lessons. Some examples are: 176, 180, 192, 200, 240, 248, 496, 508, 516 CC.K 12.MP.3 Construct viable arguments and critique the reasoning of others. In most Teacher Edition lessons. Some examples are: 41A, 403, 439, 511 In most Student Edition lessons. Some examples are: 16, 24, 32, 360, 368, 420, 428, 440, 444 CC.K 12.MP.4 Model with mathematics. In most Teacher Edition lessons. Some examples are: 179, 273A, 335 In most Student Edition lessons. Some examples are: 47, 73, 150, 322, 474, 508 CC.K 12.MP.5 Use appropriate tools strategically. In most Teacher Edition lessons. Some examples are: 39, 105A, 325A In most Student Edition lessons. Some examples are: 48, 96, 112, 120, 124, 312, 316, 320, 328, 332, 336, 340 CC.K 12.MP.6 Attend to precision. In most Teacher Edition lessons. Some examples are: 63, 153A, 483 In most Student Edition lessons. Some examples are: 68, 144, 180, 188, 192, 196, 204, 236, 244, 248 CC.K 12.MP.7 Look for and make use of structure. In most Teacher Edition lessons. Some examples are: 77A, 143, 397A, 433A In most Student Edition lessons. Some examples are: 252, 364, 372, 388, 396, 400, 416, 420, 424, 428, 436 CC.K 12.MP.8 Look for and express regularity in repeated reasoning. In most Teacher Edition lessons. Some examples are: 111, 157, 299, 321 In most Student Edition lessons. Some examples are: 92, 96, 100, 108, 112, 116, 120, 124, 264, 268 PG126 Planning Guide Untitled /30/2011 7:35:06 AM 6

7 Kindergarten Domain: Counting and Cardinality Teacher Edition and Student Edition Pages Know number names and the count sequence. CC.K.CC.1 Count to 100 by ones and by tens. 325A 325B, , 329A 329B, , 333A 333B, , 337A 337B, CC.K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 145A 145B, , 317A 317B, See Also: 325A 325B, , 329A 329B, CC.K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 20 (with 0 representing a count of no objects). 17A 17B, 17 20, 25A 25B, 25 27, 45A 45B, 45 48, 49A 49B, 49 52, 93A 93B, 101A 101B, , 109A 109B, , 117A 117B, , 137A 137B, , 265A 265B, , 273A 273B, , 281A 281B, , 289A 289B, , 297A 297B, , 313A 313B, See Also: 13A 13B, 13 16, 21A 21B, 21 24, 29A 29B, 29 32, 33A 33B, 33 36, 41A 41B, 41 44, 61A 61B, 61 64, 65A 65B, 65 68, 69A 69B, 69 71, 73A 73B, 73 76, 77A 77B, 77 80, 89A 89B, 89 92, 93 96, 97A 97B, , 105A 105B, ,113A 113B, , 121A 121B, , 133A 133B, , 149A 149B, , 153A 153B, , 261A 261B, , 269A 269B, , 277A 277B, , 285A 285B, , 293A 293B, , 309A 309B, , 321A 321B, Domain continued on next page Pages only in Teacher Edition are italics Common Core State Standards PG127 Untitled /30/2011 7:35:08 AM 7

8 Kindergarten Domain: Counting and Cardinality (continued) Teacher Edition and Student Edition Pages Count to tell the number of objects. CC.K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 13A 13B, 13 16, 21A 21B, 21 24, 29A 29B, See Also: 17A 17B, 17 20, 25A 25B, 25 27, 33A 33B, 33 36, 45A 45B, 45 48, 49A 49B, 49 52, 89A 89B, 89 92, 93A 93B, 93 96, 97A 97B, , 101A 101B, , 105A 105B, , 109A 109B, , 113A 113B, , 117A 117B, , 133A 133B, , 137A 137B, , 261A 261B, , 265A 265B, , 269A 269B, , 273A 273B, , 277A 277B, , 281A 281B, , 285A 285B, , 289A 289B, , 293A 293B, , 297A 297B, , 309A 309B, , 313A 313B, b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 33A 33B, See Also: 13A 13B, 13 16, 17A 17B, 17 20, 21A 21B, 21 24, 25A 25B, 25 27, 29A 29B, 29 32, 45A 45B, 45 48, 49A 49B, 49 52, 89A 89B, 89 92, 93A 93B, 93 96, 97A 97B, , 101A 101B, , 105A 105B, , 109A 109B, , 113A 113B, , 117A 117B, , 133A 133B, , 137A 137B, , 261A 261B, , 265A 265B, , 269A 269B, , 273A 273B, , 277A 277B, , 281A 281B, , 285A 285B, , 289A 289B, , 293A 293B, , 297A 297B, , 309A 309B, , 313A 313B, c. Understand that each successive number name refers to a quantity that is one larger. 41A 41B, See Also: 17A 17B, 17 20, 25A 25B, 25 27, 89A 89B, 89 92, 97A 97B, , 105A 105B, , 113A 113B, , 137A 137B, , 145A 145B, , 265A 265B, , 273A 273B, , 281A 281B, , 289A 289B, , 297A 297B, , 317A 317B, Domain continued on next page PG128 Planning Guide Untitled /30/2011 7:35:09 AM 8

9 Kindergarten Domain: Counting and Cardinality CC.K.CC.5 (continued) Teacher Edition and Student Edition Pages Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. 89A 89B, 89 92, 97A 97B, , 105A 105B, , 113A 113B, , 133A 133B, , 309A 309B, See Also: 13A 13B, 13 16, 17A 17B, 17 20, 21A 21B, 21 24, 25A 25B, 25 27, 29A 29B, 29 32, 33A 33B, 33 36, 37A 37B, 37 40, 41A 41B, 41 44, 77A 77B, 77 80, 93A 93B, 93 96, 101A 101B, , 109A 109B, , 117A 117B, , 121A 121B, , 137A 137B, , 141A 141B, , 153A 153B, , 261A 261B, , 265A 265B, , 269A 269B, , 273A 273B, , 277A 277B, , 281A 281B, , 285A 285B, , 289A 289B, , 293A 293B, , 297A 297B, , 313A 313B, Compare numbers. CC.K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 61A 61B, 61 64, 65A 65B, 65 68, 69A 69B, 69 71, 73A 73B, 73 76, 77A 77B, 77 80, 121A 121B, , 149A 149B, , 153A 153B, , 321A 321B, CC.K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 157A 157B, See Also: 61A 61B, 61 64, 65A 65B, 65 68, 69A 69B, 69 71, 73A 73B, 73 76, 77A 77B, 77 80, 121A 121B, , 149A 149B, , 153A 153B, Domain: Operations and Algebraic Thinking Teacher Edition and Student Edition Pages Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 169A 169B, , 173A 173B, , 177A 177B, , 225A 225B, , 229A 229B, , 233A 233B, See Also: 181A 181B, , 185A 185B, , 189A 189B, , 193A 193B, , 197A 197B, , 201A 201B, , 205A 205B, , 209A 209B, , 213A 213B, , 237A 237B, , 241A 241B, , 245A 245B, , 249A 249B, CC.K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 193A 193B, , 245A 245B, , 249A 249B, See Also: 177A 177B, , 181A 181B, , 185A 185B, , 189A 189B, , 197A 197B, , 201A 201B, , 205A 205B, , 209A 209B, , 213A 213B, , 233A 233B, , 237A 237B, , 241A 241B, Domain continued on next page Pages only in Teacher Edition are italics Common Core State Standards PG129 Untitled /30/2011 7:35:11 AM 9

10 Kindergarten Domain: Operations and Algebraic Thinking (continued) Teacher Edition and Student Edition Pages Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. CC.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., and ). 37A 37B, 37 40, 197A 197B, , 201A 201B, , 205A 205B, , 209A 209B, , 213A 213B, CC.K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 141A 141B, , 185A 185B, CC.K.OA.5 Fluently add and subtract within A 181B, , 189A 189B, , 237A 237B, , 241A 241B, See Also: 177A 177B, , 233A 233B, Domain: Number and Operations in Base Ten Teacher Edition and Student Edition Pages Work with numbers to gain foundations for place value. CC.K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Domain: Measurement and Data 261A 261B, , 269A 269B, , 277A 277B, , 285A 285B, , 293A 293B, See Also: 265A 265B, , 273A 273B, , 281A 281B, , 289A 289B, , 297A 297B, Teacher Edition and Student Edition Pages Describe and compare measurable attributes. CC.K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 481A 481B, See Also: 465A 465B, , 469A 469B, , 473A 473B, , 477A 477B, CC.K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter. 465A 465B, , 469A 469B, , 473A 473B, , 477A 477B, Classify objects and count the number of objects in each category. CC.K.MD.3 PG130 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 493A 493B, , 497A 497B, , 501A 501B, , 505A 505B, , 509A 509B, , 513A 513B, Planning Guide Untitled /30/2011 7:35:13 AM 10

11 Kindergarten Domain: Geometry Teacher Edition and Student Edition Pages Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). CC.K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 437A 437B, , 441A 441B, , 445A 445B, CC.K.G.2 Correctly name shapes regardless of their orientations or overall size. 357A 357B, , 365A 365B, , 373A 373B, , 381A 381B, , 389A 389B, , 417A 417B, , 421A 421B, , 425A 425B, , 429A 429B, See Also: 361A 361B, , 369A 369B, , 377A 377B, , 385A 385B, , 393A 393B, , 397A 397B, CC.K.G.3 Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). 433A 433B, See Also: 357A 357B, , 365A 365B, , 373A 373B, , 381A 381B, , 389A 389B, , 417A 417B, , 421A 421B, , 425A 425B, , 429A 429B, Analyze, compare, create, and compose shapes. CC.K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices / corners ) and other attributes (e.g., having sides of equal length). 361A 361B, , 369A 369B, , 377A 377B, , 385A 385B, , 393A 393B, , 397A 397B, , 413A 413B, See Also: 417A 417B, , 421A 421B, , 425A 425B, , 429A 429B, CC.K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. See Also: 421A 421B, CC.K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? 401A 401B, Pages only in Teacher Edition are italics Common Core State Standards Copyright National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. This product is not sponsored or endorsed by the Common Core State Standards Initiative of the National Governors Association Center for Best Practices and the Council of Chief State School Officers. Common Core State Standards PG131 Untitled /30/2011 7:35:14 AM 11

12 Grade 1 COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practices CC.K 12.MP.1 Make sense of problems and persevere in solving them. Teacher Edition and Student Edition Pages In most Teacher Edition lessons. Some examples are: 317A, 324, 325A, 333, 336, 347, 457A, 468, 469, 472 In most Student Edition lessons. Some examples are: 209, 212, 317, 320, 325, 333, 336, 341, 344, 457, 460, 461, 464, 465, 469, 472 CC.K 12.MP.2 Reason abstractly and quantitatively. In most Teacher Edition lessons. Some examples are: 53A, 57, 67, 103, 133A, 141A, 153A, 157, 161A, 369A, 373, 375, 386 In most Student Edition lessons. Some examples are: 25, 65, 68, 69, 72, 77, 80, 97, 100, 141, 153, 156, 157, 160, 161, 165, 369, 373, 377, 385, 386, 387, 389, 392 CC.K 12.MP.3 Construct viable arguments and critique the reasoning of others. In most Teacher Edition lessons. Some examples are: 155, 185A, 186, 189, 209A, 331, 343, 415, 431, 451 In most Student Edition lessons. Some examples are: 103, 124, 185, 189, 192, 196, 321, 324, 329, 332, 337, 340, 345, 346, 347, 348, 417, 420, 421, 424, 425, 429, 432 CC.K 12.MP.4 Model with mathematics. In most Teacher Edition lessons. Some examples are: 17, 21, 37A, 83, 171, 185A, 191, 333, 335, 457, 461, 511 In most Student Edition lessons. Some examples are: 17, 20, 25, 33, 36, 57, 60, 81, 84, 185, 188, 189, 192, 485, 488, 489, 492, 493, 496, 497, 500 CC.K 12.MP.5 Use appropriate tools strategically. In most Teacher Edition lessons. Some examples are: 29, 57A, 125, 201, 263, 265, 401, 425, 469, 509 In most Student Edition lessons. Some examples are: 25, 26, 27, 57, 61, 65, 68, 81, 185, 186, 187, 381 CC.K 12.MP.6 Attend to precision. In most Teacher Edition lessons. Some examples are: 97A, 103, 129A, 203, 289A, 290, 291, 293, 295, 303, 413A, 417, 431A, 437A In most Student Edition lessons. Some examples are: 97, 117, 185, 217, 289, 293, 297, 301, 381, 399 CC.K 12.MP.7 Look for and make use of structure. In most Teacher Edition lessons. Some examples are: 35, 457A, 458, 485A, 487, 489A, 489, 491, 499, 501A, 511 In most Student Edition lessons. Some examples are: 37, 40, 81, 84, 117, 241, 244, 245, 248, 249, 252, 253, 256, 457, 460, 461, 464, 465, 469, 472, 485 CC.K 12.MP.8 Look for and express regularity in repeated reasoning. In most Teacher Edition lessons. Some examples are: 123, 130, 289A, 290, 291, 293, 295, 303, 305A, 369, 379, 403 In most Student Edition lessons. Some examples are: 97, 100, 101, 104, 105, 108, 109, 112, 117, 129, 132, 369, 372, 373, 376, 377, 380 PG128 Planning Guide Untitled /27/2011 5:02:26 AM 12

13 Grade 1 Domain: Operations and Algebraic Thinking Teacher Edition and Student Edition Pages Represent and solve problems involving addition and subtraction. 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 comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 13A 13B, 13 16, 17A 17B, 17 20, 21A 21B, 21 24, 25A 25B, 25 27, 37A 37B, 37 40, 53A 53B, 53 56, 57A 57B, 57 60, 61A 61B, 61 64, 65A 65B, 65 68, 73A 73B, 73 75, 81A 81B, 81 84, 173A 173B, , 185A 185B, , 209A 209B, CC.1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 141A 141B, See Also: 140 Understand and apply properties of operations and the relationship between addition and subtraction. CC.1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If is known, then is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so (Associative property of addition.) 29A 29B, 29 32, 33A 33B, 33 36, 97A 97B, , 133A 133B, , 137A 137B, CC.1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract by finding the number that makes 10 when added to A 157B, , 161A 161B, Domain continued on next page Pages only in Teacher Edition are italics Common Core State Standards PG129 Untitled /27/2011 5:02:28 AM 13

14 Grade 1 Domain: Operations and Algebraic Thinking (continued) Teacher Edition and Student Edition Pages Add and subtract within 20. CC.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 101A 101B, , 153A 153B, CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., ); decomposing a number leading to a ten (e.g., ); using the relationship between addition and subtraction (e.g., knowing that , one knows ); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent ). 41A 41B, 41 44, 85A 85B, 85 88, 105A 105B, , 109A 109B, , 113A 113B, , 117A 117B, , 121A 121B, , 125A 125B, , 129A 129B, , 165A 165B, , 169A 169B, , 189A 189B, , 193A 193B, , 197A 197B, , 213A 213B, , 221A 221B, , 317A 317B, See Also: 101A 101B, , 133A 133B, , 137A 137B, , 141A 141B, , 153A 153B, , 133A 133B, , 137A 137B, , 141A 141B, , 153A 153B, , 201A 201B, , 205A 205B, , 209A 209B, , 217A 217B, , 349A 349B, Work with addition and subtraction equations. CC.1.OA.7 CC.1.OA.8 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 5 6, , , A 217B, Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 1? 5 11, 5 5 u 2 3, u. 69A 69B, 69 72, 77A 77B, 77 80, 201A 201B, , 205A 205B, See Also: 17A 17B, 17 20, 297A 297B, See Also: 73A 73B, 73 75, 101A 101B, , 105A 105B, , 109A 109B, , 113A 113B, , 117A 117B, , 121A 121B, , 125A 125B, , 129A 129B, , 153A 153B, , 157A 157B, , 161A 161B, , 165A 165B, , 169A 169B, , 189A 189B, , 193A 193B, , 197A 197B, Pages only in Teacher Edition are italics PG130 Planning Guide Untitled /27/2011 5:02:29 AM 14

15 Grade 1 Domain: Number and Operations in Base Ten Teacher Edition and Student Edition Pages Extend the counting sequence. CC.1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 241A 241B, , 245A 245B, , 273A 273B, , 277A 277B, Understand place value. CC.1.NBT.2 CC.1.NBT.3 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 261A 261B, , 265A 265B, a. 10 can be thought of as a bundle of ten ones called a ten. 257A 257B, , 269A 269B, b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 249A 249B, , 253A 253B, c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 257A 257B, Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols., 5, and,. 269A 269B, , 289A 289B, , 293A 293B, , 297A 297B, , 301A 301B, Use place value understanding and properties of operations to add and subtract. CC.1.NBT.4 Add within 100, including adding a two-digit number and a onedigit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 321A 321B, , 329A 329B, , 333A 333B, , 337A 337B, , 341A 341B, , 345A 345B, , 349A 349B, CC.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 305A 305B, CC.1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), 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 and explain the reasoning used. 325A 325B, , 349A 349B, Pages only in Teacher Edition are italics Common Core State Standards PG131 Untitled /27/2011 5:02:31 AM 15

16 Grade 1 Domain: Measurement and Data Teacher Edition and Student Edition Pages Measure lengths indirectly and by iterating length units. CC.1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 369A 369B, , 373A 373B, CC.1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 377A 377B, , 381A 381B, , 385A 385B, Tell and write time. CC.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 389A 389B, , 393A 393B, , 397A 397B, , 401A 401B, Represent and interpret data. CC.1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 413A 413B, , 417A 417B, , 421A 421B, , 425A 425B, , 429A 429B, , 433A 433B, , 437A 437B, Pages only in Teacher Edition are italics PG132 Planning Guide Untitled /27/2011 5:02:32 AM 16

17 Grade 1 Domain: Geometry Teacher Edition and Student Edition Pages Reason with shapes and their attributes. CC.1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 457A 457B, , 473A 473B, , 485A 485B, , 489A 489B, CC.1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 461A 461B, , 465A 465B, , 469A 469B, , 493A 493B, , 497A 497B, , 501A 501B, , 505A 505B, , 509A 509B, CC.1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 513A 513B, , 517A 517B, , 521A 521B, Pages only in Teacher Edition are italics Common Core State Standards Copyright National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. This product is not sponsored or endorsed by the Common Core State Standards Initiative of the National Governors Association Center for Best Practices and the Council of Chief State School Officers. Common Core State Standards PG133 Untitled /27/2011 5:02:34 AM 17

18 Grade 2 COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practices CC.K 12.MP.1 Make sense of problems and persevere in solving them. Teacher Edition and Student Edition Pages In most Teacher Edition lessons. Some examples are: 159, 191, 205, 211, 263, 303, 347, 349A, 355, 385E, 487, 527 In most Student Edition lessons. Some examples are: 88, 176, 188, 256, 264, 268, , 292, 308, 316, 380, 524 CC.K 12.MP.2 Reason abstractly and quantitatively. In most Teacher Edition lessons. Some examples are: 9E, 153A, 169E, 187, 197, 205, 207, 211, 239, 263, 317, 445 In most Student Edition lessons. Some examples are: , , , 176, 184, 192, , , , 292, , CC.K 12.MP.3 Construct viable arguments and critique the reasoning of others. In most Teacher Edition lessons. Some examples are: 27, 127, 137, 139, 175, 179, 199, 203, 235, 271, 295, 333E In most Student Edition lessons. Some examples are: 15, 141, 203, 320, 412, 416, 420, 452, 515, 539, 541, 544 CC.K 12.MP.4 Model with mathematics. In most Teacher Edition lessons. Some examples are: 159, 197, 206, 211, 225E, 263, 303, 305, 395, 445A, 483, 545A In most Student Edition lessons. Some examples are: , 137, 141, , 197, , , , 348, 360, , CC.K 12.MP.5 Use appropriate tools strategically. In most Teacher Edition lessons. Some examples are: 35, 97, 197, 243, 289A, 298, 309, 393, 402, 417A, 419, 505E In most Student Edition lessons. Some examples are: 97 99, , , 197, , 293, , 305, , , , CC.K 12.MP.6 Attend to precision. In most Teacher Edition lessons. Some examples are: 19, 71, 117E, 195, 203, 217A, 255, 257A, 267, 277E, 423, 489A In most Student Edition lessons. Some examples are: 20, 66 68, , , 196, , 340, , , , , 509 CC.K 12.MP.7 Look for and make use of structure. In most Teacher Edition lessons. Some examples are: 37, 45A, 53E, 59, 87, 94, 135, 215, 295, 339, 411, 451 In most Student Edition lessons. Some examples are: 18 20, 33 36, 37 40, 41 44, 45 48, 69 72, 88, 93 96, 129, , 231, CC.K 12.MP.8 Look for and express regularity in repeated reasoning. In most Teacher Edition lessons. Some examples are: 86, 101A, 103, 198, 247, 290, 307, 315, 351, 375, 429E, 465C In most Student Edition lessons. Some examples are: 13 15, 58 59, 97 99, , , , , , , , , PG126 Planning Guide Untitled /30/2011 3:25:48 AM 18

19 Grade 2 Domain: Operations and Algebraic Thinking Teacher Edition and Student Edition Pages Represent and solve problems involving addition and subtraction. 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 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. 149A 149B, , 153A 153B, , 205A 205B, , 209A 209B, , 261A 261B, , 265A 265B, , 269A 269B, Add and subtract within 20. CC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 121A 121B, , 125A 125B, , 129A 129B, , 133A 133B, , 137A 137B, , 141A 141B, , 145A 145B, Work with equal groups of objects to gain foundations for multiplication. CC.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. 13A 13B, 13 16, 17A 17B, CC.2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 157A 157B, , 161A 161B, See Also: 529A 529B, Pages only in Teacher Edition are italics Common Core State Standards PG127 Untitled /30/2011 3:25:50 AM 19

20 Grade 2 Domain: Number and Operations in Base Ten Teacher Edition and Student Edition Pages Understand place value. CC.2.NBT.1 CC.2.NBT.2 Understand that the three digits of a three-digit 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: 61A 61B, 61 64, 65A 65B, 65 68, 69A 69B, 69 72, 73A 73B, a. 100 can be thought of as a bundle of ten tens called a hundred. 57A 57B, b. 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). 57A 57B, Count within 1000; skip-count by 5s, 10s, and 100s. 41A 41B, 41 44, 45A 45B, See Also: 93A 93B, CC.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 21A 21B, 21 24, 25A 25B, 25 28, 29A 29B, 29 31, 33A 33B, 33 36, 37A 37B, 37 40, 77A 77B, 77 80, 81A 81B, 81 83, 85A 85B, See Also: 69A 69B, CC.2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using., 5, and, symbols to record the results of comparisons. 97A 97B, , 101A 101B, Domain continued on next page PG128 Planning Guide Untitled /30/2011 3:25:51 AM 20

21 Grade 2 Domain: Number and Operations in Base Ten (continued) Teacher Edition and Student Edition Pages Use place value understanding and properties of operations to add and subtract. CC.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. 193A 193B, , 197A 197B, , 201A 201B, , 229A 229B, , 233A 233B, , 237A 237B, , 241A 241B, , 245A 245B, , 249A 249B, , 253A 253B, , 257A 257B, See Also: 133A 133B, , 173A 173B, , 177A 177B, , 181A 181B, , 205A 205B, , 209A 209B, , 261A 261B, , 265A 265B, , 269A 269B, CC.2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 173A 173B, , 177A 177B, , 181A 181B, , 185A 185B, , 189A 189B, , 213A 213B, , 217A 217B, See Also: 193A 193B, , 201A 201B, CC.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 three-digit 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. 281A 281B, , 285A 285B, , 289A 289B, , 293A 293B, , 297A 297B, , 301A 301B, , 305A 305B, , 309A 309B, , 313A 313B, , 317A 317B, CC.2.NBT.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number A 89B, 89 92, 93A 93B, CC.2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. 185A 185B, , 237A 237B, See Also: 197A 197B, See Also: 189A 189B, , 193A 193B, , 241A 241B, , 245A 245B, Pages only in Teacher Edition are italics Common Core State Standards PG129 Untitled /30/2011 3:25:53 AM 21

22 Grade 2 Domain: Measurement and Data Teacher Edition and Student Edition Pages Measure and estimate lengths in standard units. CC.2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 389A 389B, , 393A 393B, , 401A 401B, , 417A 417B, , 433A 433B, , 441A 441B, CC.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. 409A 409B, , 449A 449B, CC.2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 397A 397B, , 413A 413B, , 437A 437B, , 453A 453B, CC.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. 457A 457B, Relate addition and subtraction to length. CC.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. 405A 405B, , 445A 445B, CC.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 whole-number sums and differences within 100 on a number line diagram. 405A 405B, , 445A 445B, See Also: 145A 145B, Work with time and money. CC.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 365A 365B, , 369A 369B, , 373A 373B, , 377A 377B, CC.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 337A 337B, , 341A 341B, , 345A 345B, , 349A 349B, , 353A 353B, , 357A 357B, , 361A 361B, Represent and interpret data. CC.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 whole-number units. 421A 421B, CC.2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems using information presented in a bar graph. 469A 469B, , 473A 473B, , 477A 477B, , 481A 481B, , 485A 485B, , 489A 489B, Pages only in Teacher Edition are italics PG130 Planning Guide Untitled /30/2011 3:25:55 AM 22

23 Grade 2 Domain: Geometry Teacher Edition and Student Edition Pages Reason with shapes and their attributes. CC.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. 509A 509B, , 513A 513B, , 517A 517B, , 521A 521B, , 525A 525B, CC.2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 529A 529B, CC.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. 533A 533B, , 537A 537B, , 541A 541B, , 545A 545B, Pages only in Teacher Edition are italics Common Core State Standards Copyright National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. This product is not sponsored or endorsed by the Common Core State Standards Initiative of the National Governors Association Center for Best Practices and the Council of Chief State School Officers. Common Core State Standards PG131 Untitled /30/2011 3:25:56 AM 23

24 Grade 3 COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practices CC.K 12.MP.1 Make sense of problems and persevere in solving them. In most Student Edition lessons. Some examples are: 26, 163, 171, 210, 235, 254, 291, 296, 330, , 423, , 455, 464 In most Teacher Edition lessons. Some examples are: 3E, 11, 71, 77, 83A, 83, 135, 165, 171, 193, 207E, 313, 319, 323, 333, 340, 343, 459A, 512, 517A CC.K 12.MP.2 Reason abstractly and quantitatively. In most Student Edition lessons. Some examples are: 80, 90, 123, 152, 165, 185, 225, , 253, 311, In most Teacher Edition lessons. Some examples are: 15, 21, 25, 31, 47, 49, 107, 111A, 122, 124, 213, 221A, 235, 242, 251E, 329A, 363A, 387E, 441A CC.K 12.MP.3 Construct viable arguments and critique the reasoning of others. In most Student Edition lessons. Some examples are: 6, 8, 78, 87, 148, 159, 162, 164, 217, 231, 276, 340, 358, 436, 449, 509, 518 In most Teacher Edition lessons. Some examples are: 30, 35, 104, 147, 161, 295A, 309, 321, 326, 337, 356, 365, 431E, 451, 479E, 506, 507 CC.K 12.MP.4 Model with mathematics. In most Student Edition lessons. Some examples are: 51, 79 82, , 141, 185, 222, , 279, 291, 326, , 412, 424, , 453 In most Teacher Edition lessons. Some examples are: 51, 59E, 69 70, 81, , , 143, 147, 201, 245, 281, 293, 325, 379, 397A, 412, 422, 425 CC.K 12.MP.5 Use appropriate tools strategically. In most Student Edition lessons. Some examples are: 39, 47, 61, 143, 147, 195, 226, 262, , , 406, 411, 413, , , 454 In most Teacher Edition lessons. Some examples are: 15, 37, 43, 62, 71, 101, 138, 199A, 232, 398, 411A, 418, 439 CC.K 12.MP.6 Attend to precision. In most Student Edition lessons. Some examples are: 21 24, 191, 222, 240, 270, 284, , , 450, 483, , , , In most Teacher Edition lessons. Some examples are: 23, 65, 75, 179E, 192, 289, 305E, 309, 413, 445, 509, 515, 518 CC.K 12.MP.7 Look for and make use of structure. In most Student Edition lessons. Some examples are: 5 8, 25 28, 47 50, 155, 160, , 199, 232, , 438, 453, , 492, , , 510, In most Teacher Edition lessons. Some examples are: 5, 39A, 117, 131E, 133, 149A, 160, 219, 237, 257A, 309, 331, 349E, 353, 448, 463A CC.K 12.MP.8 Look for and express regularity in repeated reasoning. In most Student Edition lessons. Some examples are: 25 28, 47 50, 133, 145, , 191, 257, 453, , , 468, , 491, , In most Teacher Edition lessons. Some examples are: 25, 49, 95E, 102, 103, 164, 172, 174, 183, 184, 193, 212, 213, 260, 369, 442, 455 PG128 Planning Guide Untitled /1/2011 7:44:08 AM 24

25 Grade 3 Domain: Operations and Algebraic Thinking Represent and solve problems involving multiplication and division. CC.3.OA.1 Interpret products of whole numbers, e.g., interpret as the total number of objects in 5 groups of 7 objects each. 97A 97B, , 101A 101B, See Also: 105A 105B, , 111A 111B, , 115A 115B, , 119A 119B, , 123A 123B, , 133A 133B, , 137A 137B, , 141A 141B, , 145A 145B, , 149A 149B, , 155A 155B, , 163A 163B, , 167A 167B, , 185A 185B, , 295A 295B, CC.3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. 213A 213B, , 217A 217B, , 221A 221B, See Also: 209A 209B, , 225A 225B, , 231A 231B, , 235A 235B, , 239A 239B, , 243A 243B, , 253A 253B, , 257A 257B, , 261A 261B, , 265A 265B, , 269A 269B, , 273A 273B, , 279A 279B, , 283A 283B, , 287A 287B, , 291A 291B, , 295A 295B, CC.3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 105A 105B, , 115A 115B, , 133A 133B, , 137A 137B, , 141A 141B, , 209A 209B, , 225A 225B, , 231A 231B, , 253A 253B, , 261A 261B, See Also: 97A 97B, , 101A 101B, , 111A 111B, , 119A 119B, , 123A 123B, , 145A 145B, , 149A 149B, , 155A 155B, , 163A 163B, , 167A 167B, , 171A 171B, , 181A 181B, , 185A 185B, , 191A 191B, , 195A 195B, , 199A 199B, , 213A 213B, , 217A 217B, , 221A 221B, , 235A 235B, , 239A 239B, , 243A 243B, , 257A 257B, , 265A 265B, , 269A 269B, , 273A 273B, , 279A 279B, , 283A 283B, , 287A 287B, , 291A 291B, , 295A 295B, , 453A 453B, , 459A 459B, , 463A 463B, , 467A 467B, , 471A 471B, CC.3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 185A 185B, , 283A 283B, , See Also: 145A 145B, , 149A 149B, , 155A 155B, , 163A 163B, , 167A 167B, , 235A 235B, , 257A 257B, , 265A 265B, , 269A 269B, , 273A 273B, , 279A 279B, , 287A 287B, Domain continued on next page Pages only in Teacher Edition are shown in italics. Common Core State Standards Untitled PG129 6/1/2011 7:44:10 AM 25

26 Grade 3 Domain: Operations and Algebraic Thinking (continued) Understand properties of multiplication and the relationship between multiplication and division. CC.3.OA.5 Apply properties of operations as strategies to multiply and divide. Examples: If is known, then is also known (Commutative property of multiplication.) can be found by , then , or by , then (Associative property of multiplication.) Knowing that and , one can find as 8 3 (5 1 2) 5 (8 3 5) 1 (8 3 2) (Distributive property.) 119A 119B, , 123A 123B, , 145A 145B, , 155A 155B, , 243A 243B, See Also: 149A 149B, , 159A 159B, , 163A 163B, , 167A 167B, , 191A 191B, , 195A 195B, , 269A 269B, , 273A 273B, , 287A 287B, , 463A 463B, CC.3.OA.6 Understand division as an unknown-factor problem. 235A 235B, See Also: 257A 257B, , 265A 265B, , 269A 269B, , 273A 273B, , 279A 279B, , 283A 283B, , 287A 287B, Multiply and divide with 100. CC.3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that , one knows ) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 149A 149B, , 163A 163B, , 167A 167B, , 239A 239B, , 257A 257B, , 265A 265B, , 269A 269B, , 273A 273B, , 279A 279B, , 287A 287B, See Also: 101A 101B, , 119A 119B, , 123A 123B, , 133A 133B, , 137A 137B, , 141A 141B, , 145A 145B, , 155A 155B, , 171A 171B, , 181A 181B, , 185A 185B, , 191A 191B, , 195A 195B, , 199A 199B, , 225A 225B, , 235A 235B, , 243A 243B, , 253A 253B, , 261A 261B, , 283A 283B, , 291A 291B, , 295A 295B, , 423A 423B, , 459A 459B, , 463A 463B, , 467A 467B, , 471A 471B, Solve problems involving the four operations, and identify and explain patterns in arithmetic. CC.3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 51A 51B, 51 54, 111A 111B, , 171A 171B, , 291A 291B, , 295A 295B, See Also: 25A 25B, 25 28, 29A 29B, 29 32, 47A 47B, 47 50, 83A 83B, 83 86, 192, 342, 405A 405B, CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. 5A 5B, 5 8, 159A 159B, , 181A 181B, See Also: 141A 141B, , 163A 163B, , 167A 167B, , 171A 171B, , 459A 459B, PG130 Planning Guide Untitled /1/2011 7:44:11 AM 26

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