Date Lesson Objective Academic Vocabulary 8/28 to 9/13 BOY Test Beginning of Year Test *Optional 9/3
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1 Chapter 1 Addition Concepts Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. Domain: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. CC.1.OA.1 Use addition and subtraction within 20 solve word problems involving situations of adding, taking from, putting gether, taking apart, and comparing, with unknowns in all positions. Understand and apply properties of operations and the relationship between addition and subtraction. CC.1.OA.3 Apply properties of operations as strategies add and subtract. Add and subtract within 20. 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; decomposing a number leading a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. CC.1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 7. Look for and make use of structure. Daily Pacing Chart Chapter 1 1 day 8 days 2 days 11 days Date Lesson Objective Academic Vocabulary 8/28 9/13 BOY Test Beginning of Year Test *Optional 9/3 Introduction 1.1 Use pictures add and find sums. 9/ Use concrete objects solve adding addition problems. addition sentence, is equal =, plus +, sum 1.3 Use concrete objects solve putting gether addition problems. add 1.4 Solve adding and putting gether situations using the strategy make a model. 1.5 Understand and apply the Additive Identity Property for Addition zero 1.6 Explore the Communicative Property of Addition. addends, order 1.7 Model and record all the ways put gether numbers within Build fluency for addition within 10. Assessment Review Chapter 1 or begin testing Assessment Chapter 1 Test (Form B in Assessment Guide) Academic Services Department
2 Chapter 2 Subtraction Concepts Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. Domain: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. CC.1.OA.1 Use addition and subtraction within 20 solve word problems involving situations of adding, taking from, putting gether, taking apart, and comparing, with unknowns in all positions. Add and subtract within 20. 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; decomposing a number leading a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Work with addition and subtraction equations. CC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 2. Reason abstractly and quantitatively. 5. Use appropriate ols strategically. Daily Pacing Chart Chapter 2 1 day 9 days 2 days 12 days 9/18 Introduction 2.1 Use pictures show taking from and find differences. 10/3 2.2 Use concrete objects solve taking from subtraction problems. minus, difference, subtraction sentence 2.3 Use concrete objects solve taking apart subtraction problems. subtract 2.4 Solve taking from and taking apart subtraction problems using the strategy make a model. 2.5 Compare picrial groups understand subtraction. compare, fewer, more 2.6 Model and compare groups show the meaning of subtraction. 2.7 Identify how many are left when subtracting all or Model and record all of the ways take apart numbers with Build fluency for subtraction within 10. Assessment Assessment Review Chapter 2 or begin testing Chapter 2 Test (Form B in Assessment Guide) Academic Services Department
3 Chapter 3 Addition Strategies Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. Domain: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. CC.1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal 20. Understand and apply properties of operations and the relationship between addition and subtraction. CC.1.OA.3 Apply properties of operations as strategies add and subtract. Add and subtract within 20. CC.1.OA.5 Relate counting addition and subtraction. 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; decomposing a number leading a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. CC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 6. Attend precision. 8. Look for and express regularity in repeated reasoning. Daily Pacing Chart Chapter 3 1 day 12 days 2 days 15 days 10/4 Introduction 3.1 Understand and apply the Communicative Property of Addition for sums within / Use count on 1, 2, or 3 as a strategy find sums within 20. count on 3.3 Use doubles as a strategy solve addition facts with sums within 20. doubles 3.4 Use doubles create equivalent but easier sums. 3.5 Use doubles plus 1 and doubles minus 1 as strategies find sums within 20. doubles minus one, doubles plus one 3.6 Use the strategies count on, doubles, doubles plus 1, and doubles minus 1 practice addition facts within Use a ten frame add 10 and an addend less than Use make a ten as a strategy find sums within 20. make a ten 3.9 Use numbers show how use the make a ten strategy add Use the Associative Property of Addition add three addends. Academic Services Department
4 First Grade Pacing Guide 3.11 Understand and apply the Associative Property of Communicative Property of Addition add three addends Solve adding and putting gether situations using the strategy draw a picture. Assessment Review Chapter 3 or begin testing Assessment Chapter 3 Test (Form B in Assessment Guide) Chapter 4 Subtraction Strategies Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. Domain: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. CC.1.OA.1 Use addition and subtraction within 20 solve word problems involving situations of adding, taking from, putting gether, taking apart, and comparing, with unknowns in all positions. Understand and apply properties of operations and the relationship between addition and subtraction. CC.1.OA.4 Understand subtraction as an unknown addend problem. Add and subtract within 20. CC.1.OA.5 Relate counting addition and subtraction. 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; decomposing a number leading a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. CC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 8. Look for and express regularity in repeated reasoning. Daily Pacing Chart Chapter 4 1 day 6 days 2 days 9 days 10/25 Introduction 4.1 Use count back 1, 2, or 3 as a strategy subtract. count back 11/8 4.2 Recall addition facts subtract numbers within 20. (extra days due 4.3 Use addition as a strategy subtract numbers within 20. Halloween & 4.4 Use make a 10 as a strategy subtract. min. days) 4.5 Subtract by breaking apart make a ten. Academic Services Department
5 First Grade Pacing Guide 4.6 Solve subtraction problem situations using the strategy act it out. Assessment Review Chapter 4 or begin testing Assessment Chapter 4 Test (Form B in Assessment Guide) Chapter 5 Addition and Subtraction Relationships Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. Domain: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. CC.1.OA.1 Use addition and subtraction within 20 solve word problems involving situations of adding, taking from, putting gether, taking apart, and comparing, with unknowns in all positions. Add and subtract within 20. 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; decomposing a number leading a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Work with addition and subtraction equations. CC.1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. CC.1.OA.8 Determine the unknown whole number in an addition and subtraction equation relating three whole numbers. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 6. Attend precision. Daily Pacing Chart Chapter 5 1 day 10 days 2 days 13 days Date Lesson Objective Academic Vocabulary 11/12 Introduction 5.1 Solve addition and subtraction problem situations using the strategy make a model. 12/3 5.2 Record the related facts within 20. related facts 5.3 Identify related addition and subtraction facts within Apply the inverse relationship of addition and subtraction. 5.5 Use related facts determine unknown numbers. 5.6 Use a related fact subtract. 5.7 Choose an operation and strategy solve an addition or subtraction word problem. Academic Services Department
6 First Grade Pacing Guide 5.8 Represent equivalent forms of numbers using sums and differences within Determine if an equation is true or false Add and subtract facts within 20 and demonstrate fluency for addition and subtraction within 10. Assessment Review Chapter 5 or begin testing Assessment Chapter 5 Test (Form B in Assessment Guide) Chapter 6 Count and Model Numbers Developing understanding of whole number relationships and place value, including grouping in tens and ones. Domain: Number and Operations in Base Ten Extend the counting sequence. CC.1.NBT.1 Count 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. Understand place value. CC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). CC.1.NBT.3 The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 5. Use appropriate ols strategically. 7. Look for and make use of structure. Daily Pacing Chart Chapter 6 1 day 10 days 2 days 13 days 12/4 Introduction 6.1 Count by ones extend a counting sequence up / Count by tens from any number extend a counting sequence up Use models and write represent equivalent forms of tens and ones. digit, ones, ten 6.4 Use objectives, pictures, and numbers represent a ten and some ones. Academic Services Department
7 First Grade Pacing Guide 6.5 Use objectives, pictures and numbers represent tens. 6.6 Group objectives show numbers 50 as tens and ones. 6.7 Group objects show numbers 100 as tens and ones. hundred 6.8 Solve problems using the strategy make a model. 6.9 Read and write numerals represent a number of objects Read and write numerals represent a number of Assessment Review Chapter 6 or begin testing Assessment Chapter 6 Test (Form B in Assessment Guide) Chapter 7 Compare Numbers Developing understanding of whole number relationships and place value, including grouping in tens and ones. Domain: Number and Operations in Base Ten Understand place value. CC.1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations add and subtract. CC.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having count; explain the reasoning used. 6. Attend precision. 8. Look for and express regularity in repeated reasoning. Daily Pacing Chart Chapter 7 1 day 5 days 2 days 8 days 1/6 MOY Test Middle of the Year Test *Required 1/24 Introduction 7.1 Model and compare two-digit numbers determine which is greater. is greater than > (extra days 7.2 Model and compare two-digit numbers determine which is less. is less than < due MOY 7.3 Use symbols for is less than <, is greater than >, and is equal = test, min. compare numbers. days and 7.4 Solve problems using the strategy make a model. report cards) 7.5 Identify numbers that are 10 less or 10 more than a given number. Academic Services Department
8 Assessment Assessment Review Chapter 7 or begin testing Chapter 7 Test (Form B in Assessment Guide) Chapter 8 Two Digit Addition and Subtraction Developing understanding of whole number relationships and place value, including grouping in tens and ones. Domain: Operations and Algebraic Thinking & Number and Operations in Base Ten Add and subtract within 20 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; decomposing a number leading a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Use place value understanding and properties of operations add and subtract. CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit 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 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 compose a ten. 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 a written method and explain the reasoning used. 1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. Daily Pacing Chart Chapter 8 1 day 9 days 2 days 12 days 1/27 Introduction 8.1 Add and subtract within 20. 2/ Draw a model add tens. 8.3 Draw a model subtract tens. 8.4 Use a hundred chart find sums Use concrete models add ones or tens a two-digit number. Make a ten add a two-digit number and a one-digit number. 8.7 Use tens and ones add two-digit numbers. Academic Services Department
9 First Grade Pacing Guide 8.8 Solve and explain two-digit addition word problems using the strategy draw a picture. 8.9 Add and subtract within 100, including continued practice with facts within 20. Assessment Review Chapter 8 or begin testing Assessment Chapter 8 Test (Form B in Assessment Guide) Chapter 9 Measurement Developing understanding of linear measurement and measuring length as iterating length units. Domain: Measurement and Data 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. CC.1.MD.2- Express the length of an object as a whole number of units, by laying multiple copies of a shorter object (the length unit) end 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 contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. CC.1.MD.3- Tell and write he time in hours and half-hours using analog and digital clocks. 2. Reason abstractly and quantitatively. 8. Look for and express regularity in repeated reasoning. Daily Pacing Chart Chapter 9 1 day 9 days 2 days 12 days 2/12 Introduction 9.1 Order objects by length. longest, shortest 3/7 9.2 Use the Transitivity Principle 9.3 Measure length using nonstandard units. 9.4 Make a nonstandard measuring ol measure length 9.5 Solve measurement problems using the strategy act it out. 9.6 Write times the hours shown on analog clocks hour hand 9.7 Write times the half hour shown on analog clocks. half hour, hour 9.8 Tell the times the hour and the half hour using analog and digital clocks. minute hand, minutes 9.9 Use the hour hand draw and write times on analog and digital clocks. Assessment Chapter 9 Review Assessment Chapter 9 Test (Form B in Assessment Guide) Academic Services Department
10 Chapter 10 Represent Data Developing understanding of linear measurement and measuring length as iterating length units. Domain: Measurement and Data Measure lengths indirectly and by iterating length units. CC.1.MD.4- Organize, represent, and interpret data with up three categories; ask and answer questions about the tal number of data points, how many in each category, how many more or less are in one category than in another. 3. Construct viable arguments and critique the reasoning of others. 8. Attend precision. Daily Pacing Chart Chapter 10 1 day 7 days 2 days 10 days 3/10 Introduction 10.1 Analyze and compare data shown in a picture graph where each symbol represents one. picture graph 3/ Make a picture graph where each symbol represents one and interpret the information Analyze and compare data shown in a bar graph. bar graph 10.4 Make a bar graph and interpret the information Analyze and compare data shown in a tally chart. tally chart, tally mark 10.6 Make a tally chart and interpret the information Solve problem situations using the strategy make a graph. Assessment Chapter 10 Review Assessment Chapter 10 Test (Form B in Assessment Guide) Academic Services Department
11 Chapter 11 Three-Dimensional Geometry Reasoning about attribute of, and composing and decomposing geometric shapes Domain: Geometry 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 possess defining attributes. CC.1.G.2-Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter circles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) create a composite shape, and compose new shapes from the composite shape. 1. Make sense of problems and persevere in solving them. 7. Look for and make use of structure. Daily Pacing Chart Chapter 11 1 day 5 days 2 days 8 days 3/24 4/3 Introduction 11.1 Identify and describe three-dimensional shapes according defining attributes Compose a new shape by combining three-dimensional shape 11.3 Use composite three-dimensional shapes build new shapes Identify three-dimensional shapes used build a composite shape using the strategy act it out Identify two-dimensional shapes on three-dimensional shapes. Assessment Assessment Chapter 11 Review Chapter 11 Test (Form B in Assessment Guide) cone, cube, curved surface, cylinder, flat surface, rectangular prism, sphere Academic Services Department
12 Chapter 12 Two-Dimensional Geometry Reasoning about attribute of, and composing and decomposing geometric shapes. Domain: Geometry 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 possess defining attributes. CC.1.G.2-Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter circles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) create a composite shape, and compose new shapes from the composite shape. CC.1.G.3-Partition circles and rectangles in 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 in more equal shares creates smaller shares. 4. Model with mathematics. 7. Look for and make use of structure. 4/8 5/2 Complete EOY Test by 5/9 Daily Pacing Chart Chapter 12 1 day 10 days 2 days 13 days Introduction 12.1 Use defining attributes sort shapes circles, rectangles, sides, square, triangles, vertices 12.2 Describe attributes of two-dimensional shapes. hexagon, trapezoid 12.3 Use objects compose new two-dimensional shapes Compose a new shape by combining two-dimensional shapes Make new shapes from composite two-dimensional shapes using the strategy act it out Decompose combined shapes in shapes Decompose two-dimensional shapes in parts Identify equal and unequal parts (or shares) in twodimensional equal parts, equal shares, unequal parts, unequal shapes. shares 12.9 Partition circles and rectangles in two equal shares. half of, halves Partition circle and rectangles in four equal shares. fourth of, fourths, quarter of, quarters Assessment Review Chapter 12 or begin testing Assessment Chapter 12 Test (Form B in Assessment Guide) EOY Test End of Year Test Academic Services Department
13 End-of-Year: Getting Ready for 2 nd Grade Getting Ready Lessons build on 1 st Grade content and prepare students for 2 nd Grade content. Common Core Standard 1st Grade CC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases. CC.1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit 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 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 compose a ten. CC.1.OA.3 Apply properties of operations as strategies add and subtract. 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., = = = 14); decomposing a number leading a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). CC.1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 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 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. CC.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. CC.1.MD.4 Organize, represent, and interpret data with up three categories; ask and answer questions about the tal number of data points, how many in each category, and how many more or less are in one category than in another. 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 possess defining attributes. CC.1.G.3 Partition circles and rectangles in 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 in more equal shares creates smaller shares. 2 nd Grade CC.2.NBT.3 Read and write numbers 1000 using base-ten numerals, number names, and expanded form. CC.2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols record the results of comparisons. 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. Academic Services Department
14 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 onedigit numbers. CC.2.OA.4 Use addition find the tal number of objects arranged in rectangular arrays with up 5 rows and up 5 columns; write an equation express the tal as a sum of equal addends. CC.2.MD.1 Measure the length of an object by selecting and using appropriate ols such as rulers, yardsticks, meter sticks, and measuring tapes. CC.2.MD.4 Measure determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. CC.2.MD.7 Tell and write time from analog and digital clocks the nearest five minutes, using a.m. and p.m. Know relationships of time. CC.2.MD,10 Draw a picture graph and a bar graph (with single-unit scale) represent a data set with up four categories. Solve simple put-gether, take-apart, and compare problems using information presented in a bar graph. C.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. CC.2.G.3 Partition circles and rectangles in 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. Daily Pacing Chart Review Projects Lessons Total 4 day 20 days 26 days Date Lesson Area of Focus Common Core Standard 5/5 Review Project Make a Math Facts Strategies Book Planning Guide, p. PG70 Review Project Numbers Around Us Planning Guide, p. PG72 6/13 Review Project Measure and Graph Planning Guide, p. PG74 Review Project Building Shapes Planning Guide, p. PG76 1 Ways Expand Numbers CC.1.NBT.2, CC.2.NBT3 2 Identify Place Value CC.1.NBT.2, CC.2.NBT3 3 Use Place Value Compare Numbers CC.1.NBT.3, CC.2.NBT.4 4 Addition Function Tables CC.1.OA.6, CC.2.OA.2 5 Subtraction Function Tables CC.1.OA.6, CC.2.OA.2 6 Follow the Rule CC.1.OA.6, CC.2.OA.2 7 Add 3 Numbers CC.1.OA.3, CC.2.OA.2 Academic Services Department
15 8 Add a One-Digit a Two-Digit CC.1.NBT.4, CC.2.NBT.5 9 Add Two-Digit Numbers CC.1.NBT.4, CC.2.NBT.5 10 Repeated Addition CC.1.OA.6, CC.1.NBT.4, CC.2.OA.4 11 Use Repeated Addition Solve Problems CC.1.OA.6, CC.1.NBT.4, CC.2.OA.4 12 Choose a Nonstandard Unit Measure Length CC.1.MD.2, CC.2.MD.1 13 Use a Nonstandard Ruler CC.1.MD.2, CC.2.MD.1 14 Compare Lengths CC.1.MD.1, CC.2.MD.4 15 Time the Hour and Half Hour CC.1.MD.3, CC.2.MD.7 16 Use a Picture Graph CC.1.MD.4, CC.2.MD,10 17 Use a Bar Graph CC.1.MD.4, CC.2.MD Take a Survey CC.1.MD.4, CC.2.MD Identify Shapes CC.1.G.1, CC.2.G.1 20 Equal Shares CC.1.G.3, CC.2.G.3 Academic Services Department
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