# Grade Level Objective: 1.A.2.1: Count, represent, read, compare, order & conserve whole numbers

Save this PDF as:

Size: px
Start display at page:

Download "Grade Level Objective: 1.A.2.1: Count, represent, read, compare, order & conserve whole numbers"

## Transcription

1 Benchmark A: Understand and apply number properties and operations. 1.A.2.1: Count, represent, read, compare, order & conserve whole numbers Give classroom objects to partners. Each partner sorts objects into sets of 10. Each partner uses the objects in a set to model & write a statement or a question. (3B)

2 Benchmark A: Understand and apply number properties and operations. 1.A.2.2: Develop understandings of addition & subtraction & strategies for basic addition facts & related subtraction facts Instructional Strategies: Teacher explains fact families as 4 problems: 2 addition & 2 subtraction, that share 3 common numbers to complete each problem. Students choose 3 of their own numbers to practice fact families.

3 Benchmark A: Understand and apply number properties and operations. 1.A.2.3: Develop an understanding of whole number relationships, including grouping in 10s & 1s & applying place value concepts Divide the class into groups of 4. One child in the group says a number more that 10 and less than 100. The second child says a number that is either 10 more or 10 less than the first number. The third child says whether the number is 10 more or 10 less than the first number. The fourth child records what has been said. Students switch roles and play again. (41B) MStM Math Curriculum Lesson Plan Template

4 Benchmark A: Understand and apply number properties and operations. 1.A.2.4: Understand fractional parts are equal shares or equal portions of a whole unit Have children color in more than 1 part of a fraction circle. Have them label the fraction that names each equal part. Have them cut the fraction circle into its equal parts. Ask groups to put the fraction circle back together. As they work, have them say how many equal parts are in the whole, the name of each equal part, & how many of the equal parts are shaded. Then have children name the fraction of the whole that is shaded. Have groups repeat the activity with other fraction circles to name different fractions. (449B)

5 Benchmark A: Understand and apply number properties and operations. 1.A.2.5: Sort, classify, & order objects by size, number, & other properties Instructional Strategies: Teacher chooses 10 random numbers between and writes them out of order on the front whiteboard. Then, students take turns coming up to the board and put the numbers back in order.

6 Benchmark A: Understand and apply number properties and operations. 1.A.2.6: Understand equality as meaning the same as & use the = symbol appropriately Distribute index cards with >, <, = signs and different colored connecting cubes to each group of 5. One child uses cubes of 1 color to model a 2-digit #, while another child uses cubes of a different color to model another 2-digit #. The other 3 children each hold one of the sign cards. Ask the sign card holders to compare the 2 groups of connecting cubes, & have the child with the appropriate sign card place the card between the 2 groups. Other group members should count each group to check that the card used is correct. (37B)

7 Benchmark B: Understand & apply concepts & procedures of algebra 1.B.2.1: Express #s as equivalent representations to fluently compose & decompose #s (putting together & taking apart) Instructional Strategies: Teacher models putting together & taking apart up to 3-digit numbers, using a t-type chart. Students make their own charts & model numbers told by the teacher.

8 Benchmark C: Understand & apply concepts of geometry 1.C.2.1: Recognize, describe, create, & extend repeating & growing patterns such as physical, geometric, & numeric patterns & translate from 1 representation to another Provide each group with various pattern blocks. Invite them to choose 2-3 different shapes to create a pattern unit. Ask groups to arrange their pattern units into a pattern in which each pattern unit repeats 3 or more times. Have groups view each others patterns & identify the patterns. (359B)

9 Benchmark C: Understand & apply concepts of geometry 1.C.2.2: Recognize & describe shapes & structures in the physical environment Sort kids into groups of 3-4 students, giving each group models of solid figures, magazines, art paper, glue, scissors, & yarn. Have children look at the models and name each figure. Have each group look through magazines for pictures of objects that illustrate the figures. Have children glue each picture on a separate sheet of paper & write the name of the figure below. Help each group punch holes in the sheets of paper & use yarn to bind them into a book. (331B)

10 Benchmark C: Understand & apply concepts of geometry 1.C.2.3: Compose & decompose geometric shapes, including plane & solid figures Give partners pattern blocks & index cards. Have partners write names of plane shapes with straight sides on separate index cards. Ask kids to shuffle cards & place them facedown in a stack. Partners take turns, each choosing 1 card. The 1 st partner combines pattern blocks to make the shape named on the card. The 2 nd partner uses different pattern blocks to make the same shape, if possible. Have partners discuss shape they are using to create the shapes on the cards. Then have partners continue until they have used all their cards. (321B)

11 Benchmark C: Understand & apply concepts of geometry 1.C.2.4: Identify, name, sort, & describe 2 & 3 dimensional geometric figures regardless of size of orientation Have each group of students create a set of cards that include labeled pictures of each solid figure, & cards that tell the number of faces, edges, & vertices of each solid. Each player is dealt 5 cards. The rest are placed face down. Players take turns asking each other for matches to complete the set of 4. If the card asked for is not held in another player s hand, the asker chooses a card from the pile. (333B)

12 Benchmark C: Understand & apply concepts of geometry 1.C.2.5: Experience & recognize slides, flips, turns, & symmetry to analyze mathematical situations Have 1 child draw a shape on dot paper. Then have the partner draw the shape in a different position that requires 1 flip, turn, or slide. Ask the 1 st child to ID which movement the new shape shows. Kids continue to draw different figures and follow the same procedure. (349B)

13 Benchmark C: Understand & apply concepts of geometry 1.C.2.6: Use attributes of geometric figures to solve special problems For each group, draw 2 sets of all the solid figures in the lesson on 12 separate index cards. Have children write 2 sets of names for all the solid figures in the lesson on 12 separate index cards. Ask groups to shuffle all the cards together & lay them face down in a grid to play a matching game. Have players take turns choosing 2 cards. A name & a picture of that solid figure is a match. Play continues until all cards have been matched. (331B)

14 Benchmark D: Understand & apply concepts of measurement 1.D.2.1: Identify attributes that are measurable, such as length, weight, time, money, & capacity & use these attributes to order objects & make direct comparisons Have children use a variety of coins to model 2 different amounts. Then have children write the 2 amounts & circle the amount that is greater. To continue the activity, have children repeat with 2 other groups of coins, write the amounts, & circle the amount that is less, equal to, or greater. (227B)

15 Benchmark D: Understand & apply concepts of measurement 1.D.2.2: Estimate & measure length using standard (customary & metric) & nonstandard units with comprehension Ask each group to look at the containers of varied shapes & sizes & estimate which holds the least amount & the greatest amount. Ask children to use the paper cup to test their estimates. Have each group pour cups of sand in the containers & count & record how many cups it takes to fill each container. Then ask the groups to put the containers in order, starting with the one that holds the least amount, & ending with the one that holds the most. (399B)

16 Benchmark E: Understand & apply concepts in probability & statistics 1.E.2.1: Use information displayed on graphs to answer questions & make predictions, inferences & generalizations such as likely & unlikely events Have partners color 10 slips of paper purple & 5 slips red. Ask children to shuffle the slips & place them in an envelope. Have children guess which color will come up the most often. Partners take 10 turns each picking a slip from the envelope, recording the outcome in a tally table, & returning. Partners discuss their reasons. (293B)

17 Standard 2: Students can understand & apply methods of estimation. Benchmark A: Understand & apply concepts & procedures of standard rounding & # sense 2.A.2.1: Estimate the answer to an addition or subtractions problem before computing & determine whether the computed answer makes sense Have small groups of children work together. Tell them to draw # lines from on long strips of butcher paper. Ask 1 group member to name a # between Then have another group member stand on the butcher paper on the 10 nearest the named number. Other group members can count along the # line to check whether the child is standing on the closest 10. This can be repeated giving each child a turn. (133B)

18 Standard 2: Students can understand & apply methods of estimation. Benchmark A: Understand & apply concepts & procedures of standard rounding & # sense 2.A.2.2: Estimate, measure, & compute measurable attributes while solving problems Have 1 partner lie down on butcher paper & the other trace the 1 st child s outline. Then have each partner use a different unit of measure (pencils, paper clips, etc ) to measure the length of the outline. (381B)

19 Standard 3: Students can solve a variety of math problems. Benchmark A: Solve problems 3.A.2.1: Develop fluency & quick recall of addition facts & relate subtraction facts & fluency with multi-digit addition & subtraction Instructional Strategies: Teacher will model how to take a timed test while kids watch. Teacher will think aloud the process of completing the test, correcting mistakes, etc Teacher observation of student completion of test.

20 Standard 3: Students can solve a variety of math problems. Benchmark B: Understand & apply problem-solving approaches & procedures 3.B.2.1: Demonstrate the use of the commutative & associative properties & mathematical reasoning to solve for the unknown quantity in addition & subtraction problems; justify the solution Have partners use craft sticks to model an addition # sentence. Have partners use craft sticks to model the subtraction sentence using the same #s. Partners can make a story problem to go with their # sentences & model the story problems with their craft sticks. (93B)

21 Standard 4: Students can interpret data presented in a variety of ways. Benchmark A: Use tables and graphs to locate & read information 4.A.2.1: Collect, sort, organize, & represent data to ask & answer questions Give all students a sticky note to put their name on. One at a time, students put the sticky note above their birthday month. Teacher will ask questions and students will interpret graph information. (G14) Teacher observation.

22 Standard 4: Students can interpret data presented in a variety of ways. Benchmark B: Interpret data from a variety of sources 4.B.2.1: Compare different representations of the same data using types of graphs, table, line graphs, & picture graphs Give all students a sticky note to put their name on, with their date of birth. One at a time, students put the sticky note above their birthday month on a class graph. Students will make a tally table to chart how many birthdays are before or after the 15 th of every month. (GI 15)

23 Standard 4: Students can interpret data presented in a variety of ways. Benchmark B: Interpret data from a variety of sources 4.B.2.2: Describe & specify space & location with simple relationships & coordinate systems Prepare a 6x6 grid for each group. Label points on the grid A, B, C, D, & E. Explain that each grid represents a field & there are 5 children standing in the field. The children are called A, B, C, D, & E. Model for children how to locate 1 of the letters. Ask questions for groups to answer as they read their grids. (281B)

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

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

### 1 st What is mathematics?

s 1 st What is mathematics? What is a number? How is math being discovered or invented? What should be learned in a math course? What should be learned about understanding numbers? What math knowledge

### 1 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

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

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

### MStM Math Curriculum Lesson Plan Template

Standard 1: Students can understand and apply a variety of math concepts. A. Students can understand and apply number properties and operations. Grade Level Objective: 1.A.K.1: Count, represent, read,

### Topic 1: Understanding Addition and Subtraction

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

### Pocantico Hills School District Grade 1 Math Curriculum Draft

Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next

### CHARLESTON CUSD #1 MATH CURRICULUM GRADE KINDERGARTEN

CHARLESTON CUSD #1 MATH CURRICULUM GRADE KINDERGARTEN Kindergarten Math Assessment Framework Skill / Concept Standards Timeline Classroom Connections Assessment Number Sense /Computation Reading, Writing,

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

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

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

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

### Mercer County Schools

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

### Grades K 5 Scope and Sequence. Your #1 Choice for World-Class Mathematics! Deep Math Understanding. Real-World Problem Solvers.

Grades K 5 Scope and Sequence Your #1 Choice for World-Class Mathematics! Deep Math Understanding. Real-World Problem Solvers. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Math in Focus : Singapore

### Everyday Mathematics. Grade 4 Grade-Level Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level Goal

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

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

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

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

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

### Grades 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

### Minnesota Academic Standards

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

### Virginia Standards of Learning: Math K 2. Pixie

How to read the Pixie Standards Correlations The Pixie Standards Correlations include information on how you and your students can use Pixie to meet your K-2 language arts and math standards. Since you

### ISAT Mathematics Performance Definitions Grade 4

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

### 3rd Grade Texas Mathematics: Unpacked Content

3rd Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student must

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

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

### 6 th Grade New Mexico Math Standards

Strand 1: NUMBER AND OPERATIONS Standard: Students will understand numerical concepts and mathematical operations. 5-8 Benchmark 1: Understand numbers, ways of representing numbers, relationships among

### Fourth Grade Mathematics

Fourth Grade Mathematics By the end of grade four, students develop quick recall of the basic multiplication facts and related division facts. They develop fluency with efficient procedures for multiplying

### Grade 1 Math Content 1

Grade 1 Math Content 1 Number and Operations: Whole Numbers Counting and the Number System Throughout first grade, students work on developing strategies for accurately counting a group of up to 50 objects.

### First Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them.

First Grade CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them. Add To combine; put together two or more quantities. Addend Any

### Danville 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)

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

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

### 4 th Grade MCA3 Standards, Benchmarks, Test Specifications & Sampler Questions

Number & Operation 18 22 Items 4 th Grade MCA3 Standards, Benchmarks, Test Specifications & Sampler Questions Standard No. Benchmark (4 th Grade) Sampler Item Demonstrate mastery of Demonstrate fluency

### Everyday Mathematics GOALS

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

### Standard 1: Students can understand and apply a variety of math concepts.

Grade Level: 4th Teacher: Pelzer/Reynolds Math Standard/Benchmark: A. understand and apply number properties and operations. Grade Level Objective: 1.A.4.1: develop an understanding of addition, subtraction,

### Kindergarten One-Page Math Curriculum Map for

Kindergarten One-Page Math Curriculum Map for 2015-16 First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks CC.1 (to 20) CC.2 (within 10) CC.3 (to 5) CC.4a CC.4b CC.5 (to 5)(Line first,

### The Mathematics Curriculum and Pacing. EnVision K-5

The Mathematics Curriculum and Pacing EnVision K-5 Mathematics Curriculum - Kindergarten Suggested Blocks of Instruction: 12 days /September Topic: 1-One to Five Objectives/CPI s/standards /Enduring Materials/Assessment

### Mathematical Content: Numbers and Operations

Mathematical Content: Numbers and Operations What are numbers? How can I count forward from any number other than 1? How can I write numbers up to 20 and show numbers of objects from 0-20? What is the

### Students begin to develop basic notions of numbers and use numbers to think about objects and

K.1. Core Content: Whole numbers (Numbers, Operations) Students begin to develop basic notions of numbers and use numbers to think about objects and the world around them. They practice counting objects

### Florida Early Learning and Developmental Standards for Four-Year-Olds Aligned to the Kindergarten Common Core State Standards for Math

Kindergarten - Counting and Cardinality Know number names and the count sequence 1 CCM.K.CC.1 Count to 100 by ones and by tens. Benchmark b: Child counts up through 31 by understanding the pattern of adding

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

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

### MATH 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 15-20 Days Apply properties of operations and

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

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

### LAS VEGAS CITY SCHOOLS MATH CURRICULUM ALIGNMENT WITH STATE STANDARDS

LAS VEGAS CITY SCHOOLS MATH CURRICULUM ALIGNMENT WITH STATE STANDARDS Page 2 NM Statute 22-13-1.6.A. Each school district shall align its curricula to meet the state standards for each grade level and

### NEW MEXICO Grade 6 MATHEMATICS STANDARDS

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

### NCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5

NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students

### Archdiocese of Newark Catholic Schools. Curriculum Mapping

Curriculum Mapping Curriculum mapping is a process that helps schools and districts/dioceses determine the agreed-upon learning for all students. Curriculum mapping was undertaken in the Archdiocese of

### Kindergarten Math Content 1

Kindergarten Math Content 1 Number and Operations: Whole Numbers Counting and the Number System A main focus in Kindergarten is counting, which is the basis for understanding the number system and for

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

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

### Everyday Mathematics. Grade 4 Grade-Level Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level Goals

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

### Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary

Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:

### EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

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

### SUPPORTING INFORMATION GRADE 1. Texas Education Agency

SUPPORTING INFORMATION GRADE 1 Texas Education Agency The materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency (TEA) and may not be reproduced without the express

### Describe as a mixed number where the arrow is pointing to on the number line. Explain how the base 10 system relates to place value.

Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop

### Course Title: Math Grade Level: Fourth

Course Title: Math Grade Level: Fourth Math - Fourth Page 1 2.1 Numbers, Number Systems and Number Relationships: A. Use expanded notation to represent whole numbers or decimals. B. Apply number theory

### Unit 1: Patterning I Can Statements

Unit 1: Patterning I Can Statements I can describe an increasing pattern using a pattern rule I can describe a pattern rule using a starting point I can name the pattern of an increasing pattern I can

### BREATHITT COUNTY SCHOOLS KINDERGARTEN MATH CURRICULUM

Weeks 1-2 Instructional Emphasis: Counting and Cardinality Topic 1: One to Five 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

### Mathematics Scope and Sequence, K-8

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

### Kindergarten CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them.

Kindergarten CCSS Math Vocabulary Word List *Terms with an asterisk are meant for teacher knowledge only students do not need to learn them. above A preposition that indicates location of an object. add

### CCSS Mathematics Implementation Guide Kindergarten (Draft) First Nine Weeks

CCSS Mathematics Implementation Guide Kindergarten (Draft) First Nine Weeks What shapes can we find in the environment? How are shapes related? Shapes are the things that we see. Shapes are all around

### Assessment for Learning Explain how you solved this problem. equipment to show your solution? STRAND CODE Year 2 Objectives Year 2 Year 2

BLOCK A Speaking and listening objectives for the block Explain how you solved this problem. Speak with clarity and Does everyone understand how the problem was Unit 1 intonation when reading and reciting

### Add and subtract 1-digit and 2-digit numbers to 20, including zero. Measure and begin to record length, mass, volume and time

Year 1 Maths - Key Objectives Count to and across 100 from any number Count, read and write numbers to 100 in numerals Read and write mathematical symbols: +, - and = Identify "one more" and "one less"

### Bedford Public Schools

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

### Frog Street Pre-K and Kindergarten TEKS for Mathematics

Frog Street Pre-K and Kindergarten TEKS for Mathematics EXH1485 www.frogstreet.com FROG STREET PRE-K AND KINDERGARTEN TEKS FOR MATHEMATICS Texas Pre-Kindergarten Guidelines Frog Street Pre-K Teacher Guide

### 1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH

1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,

### Topic: 1 - Understanding Addition and Subtraction

8 days / September Topic: 1 - Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step

### the NJCCCS. By providing a positive approach, we will build confidence to attain

MATH PHILOSOPHY In order to become life-long problem solvers with an understanding of the relevance to real life situations, our students need to have a solid foundation of math which will meet the NJCCCS.

### Grade 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

### 1A 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

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

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

### Decision One: Curriculum Map

Understand and apply the properties of operations and the relationship between addition and subtraction while representing and solving problems involving addition and subtraction equations. Operations

### Topic: 1-One to Five

9 days /September Topic: 1-One 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 0-20 (with 0 representing a count

### Kindergarten Math Curriculum Guide

Kindergarten Math Curriculum Guide CCSS Lesson 1: 1 st Nine Weeks Unit 1: Counting and Cardinality, Number 1 5 Understanding Counting K.CC.4 Understand the relationship between numbers and quantities;

### Measuring and Shapes. Investigating Addition and Subtraction MCCK.OA.1 MCCK.OA.2 MCCK.OA.3 MCCK.OA.4 MCCK.OA.5

Counting With Friends Common Core Georgia Performance Standards Elementary School Mathematics: Kindergarten Common Core Georgia Performance Standards Curriculum Map No transition standards in 2012-2013

### The Bruins I.C.E. School

The Bruins I.C.E. School Lesson 1: Hockey Glyph Lesson 2: Hockey Sort Lesson 3: Can You Measure Up? Lesson 4: Hockey Patterns Lesson 5: Score-Addition/Subtraction Worksheets Included: Please see each lesson

### Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary

Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,

### Year 2 Maths Objectives

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

### Math, Grades 3-5 TEKS and TAKS Alignment

111.15. Mathematics, Grade 3. 111.16. Mathematics, Grade 4. 111.17. Mathematics, Grade 5. (a) Introduction. (1) Within a well-balanced mathematics curriculum, the primary focal points are multiplying and

### CURRENT RESOURCES THAT SUPPORT TEACHING AND LEARNING OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS

CURRENT RESOURCES THAT SUPPORT TEACHING AND LEARNING OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS GRADE 5 Operations & Algebraic Thinking Write and interpret numerical expressions. 1. Use parentheses,

### Standards-Based Progress Mathematics. Progress in Mathematics

SADLIER Standards-Based Progress Mathematics Aligned to SADLIER Progress in Mathematics Grade 5 Contents Chapter 1 Place Value, Addition, and Subtraction......... 2 Chapter 2 Multiplication....................................

### Kindergarten. Week-by-Week Essentials. Blackline Masters

Blackline Master Week Kindergarten Week-by-Week Essentials Blackline Masters Kindergarten Strategies Blackline Masters Week-by-Week Essentials Page 73 Blackline Master Week Page 74 Kindergarten Strategies

### Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9

Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,

### Illinois State Standards Alignments Grades Three through Eleven

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

### FOURTH GRADE PLANNER Mathematics

Standard : Number and Computation Benchmark : Number Sense M-..K Knows, explains, and uses equivalent representations for whole numbers, whole numbers from 0 through 00,000; fractions greater than or equal

### FIRST GRADE MATHEMATICS CURRICULUM ALIGNMENT HOUGHTON MIFFLIN HARCOURT GO MATH! 1 st Nine Weeks

End of Year Test (K) Beginning of Year Test (1 st ) Prerequisite Skills Test (1 st ) 1 st Nine Weeks Big Idea 1 Math Story Animals in Our World pgs. A H Big Idea 1 Project My Animal Stories pgs. P1 P2

### Second Grade Mathematics Report Card Rubric - Third Six Weeks

Second Grade Mathematics Rept Card Rubric - Third Six Weeks Numbers Operations I can compare der whole numbers up to 1,200. 2.2(B), 2.2(D) The student does not compare der numbers up to 500 in stard, wd,

### MATHEMATICS GRADE 2 Extension Projects

MATHEMATICS GRADE 2 Extension Projects WITH INVESTIGATIONS 2009 These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students

### Archdiocese of Newark Catholic Schools. Curriculum Mapping

Curriculum Mapping Curriculum mapping is a process that helps schools and districts/dioceses determine the agreed-upon learning for all students. Curriculum mapping was undertaken in the Archdiocese of

### MATHEMATICS TUTORING TIPS

DRAFT MATHEMATICS TUTORING TIPS Targeted Intervention: Practice and Strategies UTAH STATE OFFICE OF EDUCATION 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Larry K. Shumway, Ed.D. State

### PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:

### Big Ideas in Mathematics

Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards

### John Adair Intermediate 4th Grade Math Learning Targets I Can Statements..

John Adair Intermediate 4th Grade Math Learning Targets I Can Statements.. NUMBERS AND OPERATIONS IN BASE TEN 4.NBT Generalize place value understanding for multi-digit whole numbers. Explain how the base

### Hawaii State Standards correlated to Merit Software Math Programs

Hawaii State Standards correlated to Merit Software Math Programs The Language Arts Content Standards (1999) emphasize reading, writing, oral communication, and the study of literature and language from

### First Grade Mathematics Curriculum Guide Plainwell Community Schools. Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1

First Grade Mathematics Curriculum Guide Plainwell Community Schools Topic Pacing EnVision Math Lessons Common Core State Standards Topic 1 Understanding Addition @ 10 Days September 1-1: Spatial Patterns

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

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

### Everyday Mathematics. Grade 5 Grade-Level Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade-Level Goals

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

### KINDERGARTEN Practice addition facts to 5 and related subtraction facts. 1 ST GRADE Practice addition facts to 10 and related subtraction facts.

MATH There are many activities parents can involve their children in that are math related. Children of all ages can always practice their math facts (addition, subtraction, multiplication, division) in

### Year 2 Maths Objectives

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

### Everyday Mathematics. Grade 3 Grade-Level Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade Level Goal

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

### Common Core State Standards DECONSTRUCTED. Booklet I: Kindergarten to Second Grade, Math FOR INTERNAL USE ONLY

Common Core State Standards DECONSTRUCTED Booklet I: Kindergarten to Second Grade, Math How to use this booklet You cannot teach a Common Core Standard you must teach the skills inside of each standard.

### Charlesworth School Year Group Maths Targets

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

### Investigations UNIT GUIDES: KINDERGARTEN GRADE. In Number, Data, And Space

Investigations In Number, Data, And Space UNIT GUIDES: KINDERGARTEN GRADE K Investigations In Number, Data, And Space UNIT GUIDES: Grade K The Investigations curriculum was developed by TERC, Cambridge,

### Mathematics Curricular Guide Common Core State Standards Transitional Document FOURTH GRADE SCHOOL YEAR. Updated: Friday, August 9, 2013

Mathematics Curricular Guide Common Core State Standards Transitional Document FOURTH GRADE 2013-2014 SCHOOL YEAR 1 Updated: Friday, August 9, 2013 MATHEMATICS SCOPE & SEQUENCE Unit Title Page 1. Unit