# Grade 1. M3: Ordering and Expressing Length Measurements as Numbers

Size: px
Start display at page:

Transcription

4 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 =? - 3, =?. Measure lengths indirectly and by iterating length units.* 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Module 2 Essential Questions How are different strategies be helpful when solving a problem? In what ways can operations (subtraction and addition) affect numbers? How can 10s be helpful when adding and subtracting? Enduring Understandings pg. 4

5 Students will understand how to represent and solve problems using addition and subtraction within 20. Students will begin to apply addition and subtraction to problems using an equation opening up their ability to begin to solve real-world problems. I Can Statements adapted from I Can Use Number Sense and Place Value to Help Me Understand Math I can tell how many tens and how many ones are in a number. I Can Use Addition and Subtraction to Help Me Understand Math I can use strategies to solve addition word problems. I can use strategies to solve subtraction word problems. I can solve word problems by adding 3 whole numbers. I can use the commutative property of addition. I can use the associative property of addition. I can tell if addition and subtraction equations are true or false. pg. 5

7 a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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 <. pg. 7

9 Measure lengths indirectly and by iterating length units. * 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Represent and interpret data. 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Module 4 Essential Questions What are efficient ways to count? How does counting by tens and ones, help you count larger numbers? (Skip Counting) What is place value? How does a digit s position affect its value? How can numbers be expressed and compared? In what ways can numbers be composed and decomposed? Enduring Understandings Students will understand that a strong number sense to 100 that allows them to choose the most efficient strategy to problem solve. I Can Statements adapted from I Can Use Number Sense and Place Value to Help Me Understand Math I can count to 120. pg. 9

10 I can tell how many tens and how many ones are in a number. I can find 10 more or 10 less in my head. Module 4: Place Value, Comparison, Addition and Subtraction of Numbers to 40 Extend the counting sequence.* 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value.* 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. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 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 to add and subtract.* 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 pg. 10

11 relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Module 5 Essential Questions How can plane and solid shapes be described? What are the characteristics (attributes) of a shape? How can circles, squares, and rectangles be divided (partitioned) into equal parts? How are numbers used to show fractions? How are portioned shapes used to show fractions? Enduring Understandings Students will gain an understanding of two-dimensional and three-dimensional shapes and the relationships between them. Students will observe, describe, compare, classify, represent, and build 2-D & 3-D shapes. They will learn to use geometric language to describe and identify important features of shapes. In addition, the students will divide shapes into equal parts and label the parts as ½ and ¼. I Can Statements adapted from I Can Use Geometry to Help Me Understand Math I can tell about shapes. I can build and draw shapes. pg. 11

12 I can make two-dimensional shapes. I can make three-dimensional shapes. I can use shapes to make new shapes. I can divide shapes into parts. I Can Use Measurement and Data to Help Me Understand Math I can tell and write time in hours and half-hours using a clock. Module 5: Identify, Compose, and Partition Shapes Tell and write time and money. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Recognize and identify coins, their names, and their value. Reason with shapes and their attributes. 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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) to create a composite shape, and compose new shapes from the composite shape. 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. pg. 12

13 Module 6 Essential Questions What are efficient ways to count? How does counting by tens and ones, help you count larger numbers? (Skip Counting, Bundles, 10 Frames) What is place value? How does a digit s position affect its value? How can numbers be expressed and compared? In what ways can numbers be composed and decomposed? Enduring Understandings Students will understand that a strong number sense to 100 that allows them to choose the most efficient strategy to problem solve. I Can Statements adapted from I Can Use Measurement and Data to Help Me Understand Math I can tell and write time in hours and half-hours using a clock. I Can Use Number Sense and Place Value to Help Me Understand Math I can count to 120. I can tell how many tens and how many ones are in a number. I can compare two-digit numbers using <, =, and >. I can use manipulatives and pictures to help me solve problems within 100. I can use math strategies to help me solve problems within 100. I can find 10 more or 10 less in my head. I can subtract multiples of 10 under 100 and explain what I did. pg. 13

14 Module 6: Place Value, Comparison, Addition and Subtraction of Numbers to 100 Extend the counting sequence. * 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. * 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. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 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 to add and subtract. * 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 to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count: explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. pg. 14

15 Tell and write time and money. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Recognize and identify coins, their names, and their value. Major Clusters are denoted with * (Areas of intense focus, where students need fluent understanding and application of core concepts) Primary Resources 1. Eureka Math Program 2. Context for Learning 3. Math Workshop Model 4. Do the Math 5. TenMarks Essential Questions Defined: Essential questions are broad concepts asked in question form. They help guide the teacher in teaching the unit and designing their lesson plan. We use the following five essential questions with all of our units, in all of our grades, across all of our subjects (Adapted from Rick DuFour) 1. What do students need to know and be able to do? 2. How will we teach them? 3. How will we know if they know and are able to do? 4. What will we do if they don t? 5. What will we do if they already know and are able to do prior to a lesson or unit beginning? Enduring Understandings Defined: Enduring understandings are statements that capture the important ideas that can be transferred to learning and doing beyond the classroom (Adapted from Grant Wiggins and Jay McTighe, Understanding by Design). pg. 15

16 I Can Statements Defined: What students should know and be able to do in student friendly language. These statements help empower students and engage students, allowing them to own their learning. pg. 16

### FIRST 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

### 1 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

### BPS 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:

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

### Analysis 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

### 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,

### MAFS: 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

### Grades K-6. Correlated to the Common Core State Standards

Grades K-6 Correlated to the Common Core State Standards Kindergarten Standards for Mathematical Practice Common Core State Standards Standards for Mathematical Practice Kindergarten The Standards for

### LESSONS FOR LEARNING FOR THE COMMON CORE STATE STANDARDS IN MATHEMATICS

GRADE 1 LESSONS FOR LEARNING FOR THE COMMON CORE STATE STANDARDS IN MATHEMATICS PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education Department of Public Instruction K-12 MATHEMATICS http://www.ncpublicschools.org/curriculum/mathematics/

### CCSS-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

### Mathematical 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

### Common Core State Standards for Mathematics for California Public Schools Kindergarten Through Grade Twelve

Common Core State Standards for Mathematics for California Public Schools Kindergarten Through Grade Twelve Adopted by the California State Board of Education August 2010 Updated January 2013 Prepublication

### 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

### New 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

### Progressing 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

### Such 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

### 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,

### 1st 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

### Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge:

Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge: Standards: Lesson Title and Objective/Description Shape names: square, rectangle, triangle,

### for 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

### 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:

### SCOPE & 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

### South 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

### South 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

### 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

### 2nd 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

### Everyday 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

### Curriculum Overview Standards & Skills

Curriculum Overview Standards & Skills You CAN Do The Rubik's Cube Instructional Curriculum Curriculum Overview / Skills & Standards How to Solve The Rubik's Cube Part 1 - Curriculum Overview Part 2 -

### 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.

### 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

### 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

### Georgia Standards of Excellence Mathematics

Georgia Standards of Excellence Mathematics Standards Kindergarten Fifth Grade K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development

### a. Look under the menu item Introduction to see how the standards are organized by Standards, Clusters and Domains.

Chapter One Section 1.1 1. Go to the Common Core State Standards website (http://www.corestandards.org/math). This is the main site for further questions about the Common Core Standards for Mathematics.

### Solve 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

### COMMON 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

### 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

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

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,

### FIRST GRADE ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT 2011 2012

FIRST GRADE ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT 2011 2012 Curriculum Mapping Purpose Canyons School District s curriculum math maps are standards-based maps driven by the Common Core State

### Grade 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.

### CCSS 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

### Mathematics 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

### Major Work of the Grade

Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Kindergarten Describe and compare measurable attributes. Classify objects and count

### Voyager 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

### Problem of the Month: William s Polygons

Problem of the Month: William s Polygons 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

### 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:

### How 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

### 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

### California Common Core State Standards

California Common Core State Standards Mathematics Electronic Edition Adopted by the California State Board of Education August 2010 and modified January 2013 California Common Core State Standards Mathematics

### 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

### Math at a Glance for April

Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common

### 2 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

### Quarter 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.

### Grade 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

### 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)

### 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

### 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

### Just 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

### Summary 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

### 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.

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

### 5 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

### Overview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres

Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,

### 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

### MATHEMATICS. Standard Course of Study and Grade Level Competencies

MATHEMATICS Standard Course of Study and Grade Level Competencies K-12 Public Schools of North Carolina State Board of Education Department of Public Instruction TABLE OF CONTENTS ACKNOWLEDGMENTS...1

### Geometry Shapes and Patterns Janine Vis First Grade Math 10 days

Geometry Shapes and Patterns Janine Vis First Grade Math 10 days Thematic Statement: Geometry skills are important for students as they learn to discern the God-given beauty of patterns and relationships

### 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,

### Progressions for the Common Core State Standards in Mathematics (draft)

Progressions for the Common Core State Standards in Mathematics (draft) cthe Common Core Standards Writing Team 2 April 202 K 5, Number and Operations in Base Ten Overview Students work in the base-ten

### 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

### 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

### Republic 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

### Arizona 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

### Florida 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

### Unit 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

### Grade 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

### Performance Level Descriptors Grade 6 Mathematics

Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with

### Whitnall School District Report Card Content Area Domains

Whitnall School District Report Card Content Area Domains In order to align curricula kindergarten through twelfth grade, Whitnall teachers have designed a system of reporting to reflect a seamless K 12

### 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

Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express

### Grade 6 Mathematics Performance Level Descriptors

Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this

### Standards and progression point examples

Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to

### Primary 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,

### Number 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

### The Australian Curriculum Mathematics

The Australian Curriculum Mathematics Mathematics ACARA The Australian Curriculum Number Algebra Number place value Fractions decimals Real numbers Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year

### Fourth 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

### -- 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.

### How does one make and support a reasonable conclusion regarding a problem? How does what I measure influence how I measure?

Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics Grade/Course Grade 7 Unit 3 Two and Three Dimensional Geometry Duration 23 instructional days (+4 days reteaching/enrichment)

### First Grade Exploring Two-Digit Numbers

First Grade Exploring Two-Digit Numbers http://focusonmath.files.wordpress.com/2011/02/screen-shot-2011-02-17-at-3-10-19-pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net

### Assessment Anchors and Eligible Content

M07.A-N The Number System M07.A-N.1 M07.A-N.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings

### SKILL: What we want students to DO. I can count to 100 by 1 s and by 10s (K.CC.1) I can write the numbers 0-10 (K.CC.3)

TIME FRAME [By Date/Week/ Month] STANDARD OR BENCHMARK CURRICULUM End Product of Learning, What You Teach CONTENT: What we want students to KNOW. SKILL: What we want students to DO. INSTRUCTION Means to

### Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School

Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education

### Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview

Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview Summary of Lessons: This set of lessons was designed to develop conceptual understanding of the unique attributes

### Tasks in the Lesson. Mathematical Goals Common Core State Standards. Emphasized Standards for Mathematical Practice. Prior Knowledge Needed

Mathematical Goals Common Core State Standards Emphasized Standards for Mathematical Practice Prior Knowledge Needed Vocabulary Lesson 2.4 Five Numbers Bingo Overview and Background Information By the

### Prentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)

New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct

### Problem of the Month: Perfect Pair

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:

### GRADES 7, 8, AND 9 BIG IDEAS

Table 1: Strand A: BIG IDEAS: MATH: NUMBER Introduce perfect squares, square roots, and all applications Introduce rational numbers (positive and negative) Introduce the meaning of negative exponents for

### Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade)

Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade) Teacher: School Phone: Email: Kim Schnakenberg 402-443- 3101 kschnakenberg@esu2.org Course Descriptions: Both Concept and Application