2 nd Grade Mathematics Report Card Correlations with End of Trimester Targets of Proficiency ( )
|
|
- Edgar Wilcox
- 7 years ago
- Views:
Transcription
1 2 nd Grade Mathematics Report Card Correlations with End of Trimester Targets of Proficiency ( ) This document contains the Mathematics Florida Standards assessed for each trimester. Operations and Algebraic Thinking 2 nd Grade: Trimester Unit : Place Value to 000 Unit 2: Number Sense and Patterns Unit 3: Basic Addition and Subtraction With Strategies Math Florida Standards End of Trimester Targets Unit solve problems involving subtraction. Represent word problems with models. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication. MAFS.2.OA..a: Determine the unknown whole number in an equation relating four or more whole numbers. MAFS.2.OA..: Use subtraction within 00 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. MAFS.2.OA.2.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. MAFS.2.OA.3.3: 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. MAFS.2.OA.3.4: Use addition to find the total number of objects arranged in rectangular arrays with up to rows and up Solve one side of an equation when all information is given on the other side of the equal sign. Use known values to find unknown number in an equation with 4 3, 7 or more whole numbers. Model subtraction using a hundreds chart, number Model and solve one-step addition word problems within 20. Model and solve one-step subtraction word problems within 20. Model and solve one-step addition word problems within 00. Model and solve one-step subtraction word problems within 00. Model and solve two-step addition word problems within 00. 3, 4 Model and solve two-step subtraction word problems within 00. Model subtraction using a hundreds chart, number Fluently add and subtract within 20 using mental strategies (not timed). 3 By end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members. 2 Write an equation to express an even number as a sum of two equal addends. Use addition to find the total number of objects arranged in rectangular arrays with up to rows and up to columns. 3 #
2 Number and Operations in Base Ten Understand place value. Use place value understanding and properties of operations to add and subtract to columns; write an equation to express the total as a sum of equal addends. MAFS.2.NBT..: Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. MAFS.2.NBT..a: Understand that 00 can be thought of as a bundle of ten tens called a hundred. MAFS.2.NBT..b: Understand that the numbers 00, 200, 300, 400, 00, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). MAFS.2.NBT..2: Count within 000; skip-count by s, 0s, and 00s. MAFS.2.NBT..3: Read and write numbers to 000 using baseten numerals, number names, and expanded form. MAFS.2.NBT..4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. MAFS.2.NBT.2.8: Mentally add 0 or 00 to a given number , and mentally subtract 0 or 00 from a given number Write an equation to express the total as a sum of equal addends. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Be able to build a 3-digit number when blocks or quantities are given in a random order. Understand that 00 can be thought of as a bundle of ten tens called a hundred. Compose and decompose hundreds using blocks and/or quantities. Understand that the numbers 00, 200, 300, 400, 00, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Count within 000 starting with random numbers. Skip count by s; do not always begin at 0. Skip count by 0s; do not always begin at 0. Skip count by 00s; do not always begin at 0. Model skip counting using a hundreds chart, number line, or other organizer to demonstrate conceptual understanding. Read and write numbers to 000 using base-ten numerals. Read and write numbers to 000 using number names. Read and write numbers to 000 using expanded form. Read and write numbers to 000 in written/word form. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare numbers using both base-ten models and numerals. Mentally add 0 to a given number. Mentally add 00 to a given number. Mentally subtract 0 from a given number. Mentally subtract 00 from a given number. Model skip counting using a hundreds chart, number line, or other organizer to demonstrate conceptual understanding. 2 2
3 Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data 2 nd Grade: Trimester 2 Unit 4: 2-Digit Addition and Subtraction With Strategies Unit : Measure Length Unit 6: Money and Time Math Florida Standards End of Trimester Targets Unit solve problems involving subtraction Use place value understanding and properties of operations to add and subtract Measure and estimate lengths in standard units. MAFS.2.OA..: Use subtraction within 00 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. MAFS.2.NBT.2.: Fluently add and subtract within 00 using strategies based on place value, properties of operations, and/or the relationship between subtraction. MAFS.2.NBT.2.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. MAFS.2.MD..: Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. MAFS.2.MD..2: Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Model and solve one-step addition word problems within 0. Model and solve one-step subtraction word problems within 0. Model and solve one-step addition word problems within 00. Model and solve one-step subtraction word problems within 00. Model and solve two-step addition word problems within 00. Model and solve two-step subtraction word problems within 00. Model subtraction using a hundreds chart, number Fluently add within 00 using strategies based on place value, properties of operations, and/or the relationship between subtraction. Fluently subtract within 00 using strategies based on place value, properties of operations, and/or the relationship between subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Model subtraction using a hundreds chart, number Select appropriate tools to measure an object. Measure the length of an object to the nearest inch, foot, centimeter, or meter. Assessment of measurement to the nearest foot and meter must be conducted separately from FSQ and USA assessments. Measure the length of an object twice, using length units of different lengths for the two measurements. Determine if a description of how two measurements relate to the size of the unit chosen is correct. If incorrect, be able to describe why. # 4 4 4
4 Relate subtraction to length. Work with time and money MAFS.2.MD..3: Estimate lengths using units of inches, feet, yards, centimeters, and meters. MAFS.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. MAFS.2.MD.2.: Use subtraction within 00 to solve word problems involving lengths that are given in the same units. MAFS.2.MD.2.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,, 2,..., and represent wholenumber sums and differences within 00 on a number line diagram. MAFS.2.MD.3.7: Tell and write time from analog and digital clocks to the nearest five minutes. MAFS.2.MD.3.8: Solve word problems involving dollar bills (singles, fives, tens, twenties, and hundreds), quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Word problems may involve addition, subtraction, and equal group situations. a. Identify the value of coins and paper currency. b. Compute the value of any combination of coins within one dollar. c. Compute the value of any combinations of dollars. d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the single dollar bill. Estimate lengths using units of inches, feet, yards, centimeters, and meters. Assessment of estimation using feet, yards, and meters must be conducted separately from FSQ and USA assessments. Measure to determine how much longer one object is than another. Express the length difference in terms of a standard length unit. Use subtraction within 00 to solve word problems involving lengths that are given in the same units by using drawings. Use subtraction within 00 to solve word problems involving lengths that are given in the same units, by using equations with a symbol for the unknown number to represent the problem. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,, 2,... Represent whole-number sums and differences within 00 on a number line diagram. Tell and write time from analog clocks to the nearest five minutes. Tell and write time from digital clocks to the nearest five minutes. Tell and write time for fractions of an hour (o clock, quarter past, and half past only). Solve word problems involving quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Solve word problems involving singles, fives, tens, twenties, and hundred dollar bills, using $ symbol appropriately. Solve word problems involving money involving situations of adding to, putting together, taking from, taking apart, and comparing. Add coin and/or bill combinations that are not presented in groups of like coins/bills. Add coin and/or bill combinations that are not written in greatest value-to-least value. 4, 6 6
5 Operations and Algebraic Thinking Numbers and Operations in Base Ten Measurement and Data 2 nd Grade: Trimester 3 Unit 7: 3-Digit Addition and Subtraction With Strategies Unit 8: Interpret Data Unit 9: Geometry Math Florida Standards End of Trimester Targets Unit solve problems involving subtraction. Relate subtraction to length. interpret data. MAFS.2.OA..a: Determine the unknown whole number in an equation relating four or more whole numbers. MAFS.2.NBT.2.7: Add and subtract within 000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between 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 MAFS.2.NBT.2.9: Explain why subtraction strategies work, using place value and the properties of operations This is a DOK Level 3 standard. MAFS.2.MD.4.9: 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 horizontal scale is marked off in whole number units. Solve one side of an equation when all information is given on the other side of the equal sign. Use known values to find unknown number in an equation with 4 or more whole numbers. Model subtraction using a hundreds chart, number Add and subtract within 000 using concrete models or drawings. Add and subtract within 000 using strategies based on place value, properties of operations, and/or the relationship between subtraction. 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. Explain why addition strategies work, using place value and the properties of operations. Explain why subtraction strategies work, using place value and the properties of operations. Measure lengths of several objects to the nearest whole unit. Make repeated measurements of a single object. Use measurement data to display data in a line plot with whole number units along the horizontal scale. Determine where missing data should be added to an existing line plot to make it complete. # 3,
6 Geometry Reason with shapes and their attributes MAFS.2.MD.4.0: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. MAFS.2.G..: 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. MAFS.2.G..2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. MAFS.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. Draw a picture graph with single-unit scale to represent a data set with up to 4 categories. Draw a bar graph with single-unit scale to represent a data set with up to 4 categories. Use a bar graph to solve simple put-together, take-apart, and compare problems. Determine where missing data should be added to an existing picture graph and/or bar graph to make it complete. Recognize shapes having specified attributes (dimensions, sides, angles, faces). Draw shapes having specified attributes. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. When some same-size squares are shown, partition the remaining space to find the number of same-size squares needed to fill the large rectangle. Count to find the total number of same-size squares inside the large rectangle. 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. Describe the whole as two halves, three thirds, four fourths Recognize that equal shares of identical wholes need not have the same shape. In this example, both shaded parts are equal to a fourth of the large rectangle
Mathematics Florida Standards (MAFS) Grade 2
Mathematics Florida Standards (MAFS) Grade 2 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.2.OA.1.1 Use addition and subtraction
More informationfor the Common Core State Standards 2012
A Correlation of for the Common Core State s 2012 to the Common Core Georgia Performance s Grade 2 FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: K-12 Mathematics
More informationProgressing toward the standard
Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two one-digit
More information2nd Grade Math Common Core Curriculum
Quarter 1 I. Number 2.1.2.B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum
More informationMAFS: Mathematics Standards GRADE: K
MAFS: Mathematics Standards GRADE: K Domain: COUNTING AND CARDINALITY Cluster 1: Know number names and the count sequence. CODE MAFS.K.CC.1.1 Count to 100 by ones and by tens. MAFS.K.CC.1.2 MAFS.K.CC.1.3
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationSCOPE & SEQUENCE. Kindergarten, First Grade, and Second Grade. Skills and Activities
SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning
More informationAnalysis of California Mathematics standards to Common Core standards- Kindergarten
Analysis of California Mathematics standards to Common Core standards- Kindergarten Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Strand Number Sense
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationK-12 Louisiana Student Standards for Mathematics: Table of Contents
K-12 Louisiana Student Standards for Mathematics: Table of Contents Introduction Development of K-12 Louisiana Student Standards for Mathematics... 2 The Role of Standards in Establishing Key Student Skills
More informationVoyager Sopris Learning Vmath, Levels C-I, correlated to the South Carolina College- and Career-Ready Standards for Mathematics, Grades 2-8
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156-159 Module 4: Lesson 7: 220-223 2. Reason both contextually
More informationIndicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
More informationSouth Carolina College- and Career-Ready Standards for Mathematics
South Carolina College- and Career-Ready Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationPocantico Hills School District Grade 1 Math Curriculum Draft
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
More informationMinnesota 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
More informationMathematical Practices
The New Illinois Learning Standards for Mathematics Incorporating the Common Core Mathematical Practices Grade Strand Standard # Standard K-12 MP 1 CC.K-12.MP.1 Make sense of problems and persevere in
More informationSouth Carolina College- and Career-Ready Standards for Mathematics
South Carolina College- and Career-Ready Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
More informationFIRST GRADE MATH Summer 2011
Standards Summer 2011 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
More informationEveryday 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
More informationScope 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
More information2 nd Grade Texas Mathematics: Unpacked Content
2 nd Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student
More informationEveryday 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
More informationCharlesworth 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
More informationMathematics 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
More informationStudents are able to represent and solve problems involving multiplication and division.
Grade 3 Learning Targets and I Can Statements Operations and Algebraic Thinking Students are able to represent and solve problems involving multiplication and division. o I understand the product of multiplication
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationQuarter One: August-October
Quarter One: August-October (Chapters 1 3, 5-6, 10) August - December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.
More informationThe symbols indicate where the topic is first introduced or specifically addressed.
ingapore Math Inc. cope and equence U: U.. Edition : ommon ore Edition : tandards Edition : ommon ore tandards 1 2 3 4 5 Reviews in ommon ore Edition cover just the unit whereas those in U.. and tandards
More informationCommon Core State Standards for. Mathematics
Common Core State Standards for Mathematics Table of Contents Introduction 3 Standards for Mathematical Practice 6 Standards for Mathematical Content Kindergarten 9 Grade 1 13 Grade 2 17 Grade 3 21 Grade
More information1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.
1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: --counting, reading, and writing whole numbers
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationEVERY 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:
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Second Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia
More informationGrade 2 Level. Math Common Core Sampler Test
Grade 2 Level Math Common Core Sampler Test Everyone we come in contact with is scrambling to get their hands on example questions for this grade level. This test sampler is put together to give you an
More informationNew York State. P-12 Common Core. Learning Standards for. Mathematics
New York State P-12 Common Core Learning Standards for Mathematics This document includes all of the Common Core State Standards in Mathematics plus the New York recommended additions. All of the New York
More informationIllinois 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
More information2 nd Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13.
2 nd Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13. This document is designed to help North Carolina educators
More informationtips Grade TARGETED INVERVENTION: PRACTICE and STRATEGIES MATHEMATICS TUTORING
UTAH STATE OFFICE OF EDUCATION TARGETED INVERVENTION: PRACTICE and STRATEGIES tips MATHEMATICS TUTORING Grade Utah State Office of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples Third Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationCCSS-M Critical Areas: Kindergarten
CCSS-M Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such
More informationMATHEMATICS 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
More informationGrade 3 FCAT 2.0 Mathematics Sample Answers
Grade FCAT 2.0 Mathematics Sample Answers This booklet contains the answers to the FCAT 2.0 Mathematics sample questions, as well as explanations for the answers. It also gives the Next Generation Sunshine
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationSTRAND: 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)
More informationEveryday Mathematics. and the Common Core State Standards 100% About Everyday Mathematics. A Research-Based Program. A Design That Works
and the Common Core State Standards About was developed by the University of Chicago School Mathematics Project (UCSMP) to help all children learn more mathematics and become lifelong mathematical thinkers
More informationGrade 1. M3: Ordering and Expressing Length Measurements as Numbers
Grade 1 Key Areas of Focus for Grades K-2: Addition and subtraction-concepts, skills and problem solving Expected Fluency: Add and Subtract within 10 Module M1: Addition and Subtraction of Numbers to 10
More information1A: 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
More informationNumber, Operation, and Quantitative Reasoning
2 nd Grade Math TEKS I Can Statements Website Resources Number, Operation, and Quantitative Reasoning 2.1A I can use models to make a number that has hundreds, tens,and ones 2.1B I can read and write whole
More informationFourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard - CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and
More information-- 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.
More informationUnit 9. Unit 10. Unit 11. Unit 12. Introduction Busy Ant Maths Year 2 Medium-Term Plans. Number - Geometry - Position & direction
Busy Ant Maths Year Medium-Term Plans Unit 9 Geometry - Position & direction Unit 0 ( Temperature) Unit Statistics Unit Fractions (time) 8 Busy Ant Maths Year Medium-Term Plans Introduction Unit Geometry
More informationNEW 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
More informationNumeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
More informationPossible Stage Two Mathematics Test Topics
Possible Stage Two Mathematics Test Topics The Stage Two Mathematics Test questions are designed to be answerable by a good problem-solver with a strong mathematics background. It is based mainly on material
More informationCCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks
First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multi-digit number, a digit in one place represents 10 times as much
More informationISAT 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
More informationGeorgia Standards Alignment Grades One through Six
Georgia Standards Alignment Grades One through Six Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationThird Grade - Mathematics. Kentucky Core Academic Standards with Targets Student Friendly Targets Pacing Guide
Third Grade - Mathematics Kentucky Core Academic Standards with Targets Student Friendly Targets Pacing Guide Page 1 of 48 College and Career Readiness Anchor Standards for Math The K-5 standards on the
More information1) (-3) + (-6) = 2) (2) + (-5) = 3) (-7) + (-1) = 4) (-3) - (-6) = 5) (+2) - (+5) = 6) (-7) - (-4) = 7) (5)(-4) = 8) (-3)(-6) = 9) (-1)(2) =
Extra Practice for Lesson Add or subtract. ) (-3) + (-6) = 2) (2) + (-5) = 3) (-7) + (-) = 4) (-3) - (-6) = 5) (+2) - (+5) = 6) (-7) - (-4) = Multiply. 7) (5)(-4) = 8) (-3)(-6) = 9) (-)(2) = Division is
More informationManitoba Curriculum. Alignment with Mathletics. Supported by independent evidence-based research and practice. Powerful reporting.
Supported by independent evidence-based research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & Pre-Calculus
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,
More informationGrade 5 Common Core State Standard
2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.A-T.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize
More informationMy Year 1 Maths Targets
My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and
More informationParts and Wholes. In a tangram. 2 small triangles (S) cover a medium triangle (M) 2 small triangles (S) cover a square (SQ)
Parts and Wholes. L P S SQ M In a tangram small triangles (S) cover a medium triangle (M) small triangles (S) cover a square (SQ) L S small triangles (S) cover a parallelogram (P) small triangles (S) cover
More informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More information5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More informationAssessment For The California Mathematics Standards Grade 3
Introduction: Summary of Goals GRADE THREE By the end of grade three, students deepen their understanding of place value and their understanding of and skill with addition, subtraction, multiplication,
More informationHow To Learn To Understand And Understand The Math Of The Year
Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from -0, place them in order and say which number is
More informationMathematics K 6 continuum of key ideas
Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least
More informationGrade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting
Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December
More informationLevel 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3
Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels
More informationr the COR Common Core State Standards Learning Pathways
BUI LT fo COM r the MON COR E 2015 2016 Common Core State Standards Learning Pathways Table of Contents Grade 3...3 Grade 4...8 Grade 5... 13 Grade 6... 18 Grade 7...26 Grade 8...32 Algebra Readiness...36
More informationMath 5th grade. Create your own number and explain how to use expanded form to show place value to the ten millions place.
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
More informationAcademic Standards for Mathematics
Academic Standards for Grades Pre K High School Pennsylvania Department of Education INTRODUCTION The Pennsylvania Core Standards in in grades PreK 5 lay a solid foundation in whole numbers, addition,
More informationJust want the standards alone? You can find the standards alone at http://corestandards.org/the-standards
4 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year. This document is designed to help North
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1
Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationMath Questions & Answers
What five coins add up to a nickel? five pennies (1 + 1 + 1 + 1 + 1 = 5) Which is longest: a foot, a yard or an inch? a yard (3 feet = 1 yard; 12 inches = 1 foot) What do you call the answer to a multiplication
More informationMath Content by Strand 1
Math Content by Strand 1 Number and Operations with Whole Numbers Multiplication and Division Grade 3 In Grade 3, students investigate the properties of multiplication and division, including the inverse
More informationCommon Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
More informationDecimals and Percentages
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
More informationOpen-Ended Problem-Solving Projections
MATHEMATICS Open-Ended Problem-Solving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEM-SOLVING OVERVIEW The Projection Masters for Problem-Solving
More informationNumber Sense and Operations
Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents
More informationSummary of Changes for Mathematics Standards Kindergarten Grade 8
CCGPS for Mathematics were revised. The revised standards were adopted on January 15, 2015. This Grade Level Strand Standard Kindergarten Counting and Cardinality CCK.CC.4 CCK.CC.5 Number and Operations
More informationProblem of the Month: Once Upon a Time
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationMATH COMPUTATION. Part 1. TIME : 15 Minutes
MATH COMPUTATION Part 1 TIME : 15 Minutes This is a practice test - the results are not valid for certificate requirements. A calculator may not be used for this test. MATH COMPUTATION 1. 182 7 = A. 20
More informationFlorida Department of Education Adult General Education Curriculum Framework
Florida Department of Education Adult General Education Curriculum Framework Program Title Program Number 9900000 Course Title Course Number 9900001 CIP Number 1532010200 Grade Equivalent 0.0 8.9 Grade
More informationWigan LEA Numeracy Centre. Year 3 Mental Arithmetic Test Questions
Wigan LEA Numeracy Centre Year 3 Mental Arithmetic Test Questions Produced by Wigan Numeracy Centre September 000 Test (end of week ) Year 3 Time Block I will read every question twice. In this first set
More informationRepublic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City. K to 12 Curriculum Guide MATHEMATICS
Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10) January 31, 2012 CONCEPTUAL FRAMEWORK Mathematics
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationNUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
More informationGrade 3 Core Standard III Assessment
Grade 3 Core Standard III Assessment Geometry and Measurement Name: Date: 3.3.1 Identify right angles in two-dimensional shapes and determine if angles are greater than or less than a right angle (obtuse
More informationMathematics standards
Mathematics standards Grade 6 Summary of students performance by the end of Grade 6 Reasoning and problem solving Students represent and interpret routine and non-routine mathematical problems in a range
More information4 th Grade Summer Mathematics Review #1. Name: 1. How many sides does each polygon have? 2. What is the rule for this function machine?
. How many sides does each polygon have? th Grade Summer Mathematics Review #. What is the rule for this function machine? A. Pentagon B. Nonagon C. Octagon D. Quadrilateral. List all of the factors of
More informationGlencoe. 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,
More informationMathematics. Mathematical Practices
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate
More information1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
More information1 st Grade Math Do-Anytime Activities
1 st Grade Have your child help create a number line (0-15) outside with sidewalk chalk. Call out a number and have your child jump on that number. Make up directions such as Hop to the number that is
More information