Westbrook Elementary School Entering 3 rd Grade Summer Review Packet OPTIONAL
|
|
|
- Ernest Patrick
- 5 years ago
- Views:
Transcription
1 Westbrook Elementary School Entering 3 rd Grade Summer Review Packet OPTIONAL Name:
2
3 Indicator: Compare the enrollments of elementary schools (3-digit numbers) Directions: Use the school enrollments of nearby elementary schools to compare the numbers using greater than, less than, and equal signs (<,>, and =). Ashburton Elementary School: 632 children Somerset Elementary School: 565 children Hundreds Tens Ones Hundreds Tens Ones Bethesda Elementary School: 519 children Diamond Elementary School: 645 children Hundreds Tens Ones Hundreds Tens Ones Lakewood Elementary School: 542 children Luxmanor Elementary School: 460 children Hundreds Tens Ones Hundreds Tens Ones
4 Indicator: Compare 3-digit numbers using randomly generated digits and use symbols (<, >, =) to record results of comparisons Directions: Write the value of each of the base tens blocks in each hundreds, tens, and ones. Be sure to shift
5 Indicators: Add and subtract mentally to find 10 more, 10 less on a puzzle Directions: Look at part of the 1000s chart. Use what you know about 10 less, 10 more, 1 less, 1 more to fill in the missing parts.
6 Indicator: Represent data on a bar graph and pictograph using an online resource Directions: Use the data in the table below to create a bar graph to display the data. Books Read in Mrs. Woods s Class Student Number of Books Read in September Jill 6 Max 4 Sam 3 Sarah 8
7
8 Indicator: Display data in a bar graph and solve put together, take apart, and compare problems using information from the graph What type of sport is the most favorite? How many more students like basketball than softball? How many students like soccer and basketball? How many more students like soccer than basketball?
9 Indicator: Determine collections of coins and bills that equal a target value Penny Nickel Dime Quarter 1 cent 5 cents 10 cents 25 cents 1 Dollar 5 Dollars 10 Dollars 20 Dollars Directions: Use the dollars and coins to create the money value.
10 Indictor: Determine collections of coins that equal a target value Collections of Coins What strategies can you use to determine if it is possible to make collections of 3, 4, 5, and 6 coins that equal each total amount? Record the collections of coins and the counts. If it is not possible to make the total amount, place an X in the box. TOTAL AMOUNT 30 3 COINS 4 COINS 5 COINS 6 COINS DDD 10, 20, X
11 Indicator: Describe how the measurement of an object relates to the size of the unit chosen Copyright: MathWorksheets4Kids.com
12 Indicator: Describe how the measurement of an object relates to the size of the unit chosen Directions: Look at the ruler below, measure each line to the closest inch. Please note, the lines are not lined up starting with zero. ANSWERS: Copyright: CommonCoreSheets.com
13 Indicator: Describe how the measurement of an object relates to the size of the unit chosen Directions: Look at the ruler below, measure each line to the closest centimeter. Please note, the lines are not lined up starting with zero. Copyright: MathWorksheets4Kids.com
14 Indicator: Use addition and subtraction to solve word problems involving lengths Directions: Use addition and subtraction strategies to solve the following word problems involving measurement. 1. Jane is 64 inches tall. James is 56 inches tall. How much taller is Jane than James? 2. Mrs. Woods class and Mrs. McIntosh s class are growing radish plants. Mrs. Woods tallest plant is 22 cm. Mrs. McIntosh s tallest plant is 31 cm. How much taller is Mrs. McIntosh s plant than Mrs. Woods tallest plant? 3. Nealie built a sandcastle that is 34 inches tall. Later that day, she added on 44 inches to her sandcastle. How tall was her sandcastle at the end of the day?
15 Indicator: Tell and write time to the nearest five minutes using a geared clock Copyright: WorksheetPlace.com
16 Indicator: Tell and write time to the nearest five minutes using a.m. and p.m. Directions: Write the time that you do the activity using both the analog and digital clocks. If you have not done the particular activity today, think about a time where you did do the activity. Analog Time Digital Time AM or PM (Circle one) Activity AM or PM Eat breakfast. AM or PM Play outside. AM or PM Eat lunch. AM or PM Watch TV. AM or PM Eat dinner. AM or PM Go to bed.
17 Indicator: Partition squares into two, three, and four equal shares; recognize that equal shares of the same whole need not have the same shape Directions: Label the drawing as halves, thirds, and fourths. Copyright: Mathworksheetland.com
18 Indicator: Partition squares into two, three, and four equal shares; recognize that equal shares of the same whole need not have the same shape Directions: Partition the square into thirds in two different ways. Directions: Partition the circle into fourths in two different ways.
19 Indicator: Write an equation to represent the total number of objects in an array as the sum of equal addends Directions: Look at the array below. Identify the repeated addition equation for the array and solve. Array Example Repeated Addition Equation Example = = 20
20 Indicator: Add and subtract within 1000 using concrete models and strategies based on place value, properties of operation, and/or the relationship between addition and subtraction. Relate the strategy to the written method. Strategies for Addition Strategy Resource Created By: Mary Stroot
21 Strategy Resource Created By: Mary Stroot
22 Strategies for Addition Strategy Resource Created By: Mary Stroot
23 Strategy Resource Created By: Mary Stroot
24 Indicator: Add and subtract within 1000 using concrete models and strategies based on place value, properties of operation, and/or the relationship between addition and subtraction. Relate the strategy to the written method. Directions: Use a strategy that has worked well for you throughout second grade to solve the following addition and subtraction problems = =
25 Indicator: Add and subtract within 1000 using concrete models and strategies based on place value, properties of operation, and/or the relationship between addition and subtraction. Relate the strategy to the written method. Directions: Use a strategy that has worked well for you throughout second grade to solve the following addition and subtraction problems = =
26 Indicator: Add and subtract within 1000 using concrete models and strategies based on place value, properties of operation, and/or the relationship between addition and subtraction. Relate the strategy to the written method. Directions: Use a strategy that has worked well for you throughout second grade to solve the following addition and subtraction problems = =
27 Indicator: Add and subtract within 1000 using concrete models and strategies based on place value, properties of operation, and/or the relationship between addition and subtraction. Relate the strategy to the written method. Steps for Solving a Word Problem: 1. Read the entire word problem. 2. Highlight the key numbers and key terms. 3. Write the equation. 4. Solve the equation using a strategy that works best for you! 1. Since he was hired, a chef has served a total of 888 guests. Of those guests, 58 were adults. How many children has the chef served? 2. Jack and Oscar jumped on the couch a combined total of 308 times. Then the couch broke, and they both got in big trouble. If Jack jumped on the couch 92 times, how many times did Oscar jump on it?
28 3. Kiera works in the kitchen of a Mexican restaurant. Over the weekend, she washed a combined total of 376 large and small plates. If Kiera washed 46 large plates, how many small plates did she wash over the weekend? 4. Mrs. Kemp's class raised a total of 122 silkworms, and 58 of them turned into moths. How many silkworms did not turn into moths? 5. The music school in Butler County held a children's concert and an adult's concert at the same time. A total of 188 students performed at the two concerts. If 51 students performed at the children's concert, how many students performed at the adult's concert? Copyright:
29 6. A large company is hosting a conference. So far, a total of 297 people have signed up, including 190 from the United States. How many people from other countries have signed up? 7. A banana farm received a total of 372 millimeters of rain in March and April. If 182 millimeters of rain fell on the farm in March, how many millimeters of rain fell on the farm in April? 8. A team of engineers built a dam over a large river. In the process, they created a lake covering farmland and forest. The lake covers a total of 651 hectares. If the lake covers 42 hectares of farmland, how many hectares of forest does it cover? Copyright:
30 Indicator: Recognize, describe, and draw shapes (triangles, quadrilaterals, pentagons, hexagons) Triangle Quadrilateral Pentagon Hexagon 3 sides 4 sides 5 sides 3 corners/ 4 corners/ 5 corners/ vertices vertices vertices No rounded No rounded No rounded sides sides sides Closed shape Closed shape Closed shape 6 sides 6 corners/ vertices No rounded sides Closed shape Directions: Identify the shapes below as a triangle, quadrilateral, pentagon, or hexagon based on their attributes.
31 Indicator: Recognize, describe, and draw shapes (triangles, quadrilaterals, pentagons, hexagons) Triangle Quadrilateral Pentagon Hexagon 3 sides 3 sides 3 sides 3 corners/ 3 corners/ 3 corners/ vertices vertices vertices No rounded No rounded No rounded sides sides sides Closed shape Closed shape Closed shape 3 sides 3 corners/ vertices No rounded sides Closed shape Directions: Draw the following shapes using the geodot paper. Please note, your shape does NOT need to have equal sides. Triangle Hexagon Quadrilateral Pentagon
32 Indicator: Recognize and identify 3-dimensional shapes with specified attributes Cubes Cones Cylinders Spheres Rectangular Prisms 6 faces 8 vertices 12 edges All edges are the same length Point on the cone is directly above the center of the face One, round face 2 round faces 0 verticies 0 faces 0 vertices 0 edges Round 6 faces 8 vertices 12 edges Directions: Identify the shapes below as a cube, cone, cylinder, sphere, or rectangular prism.
33 Indicator: Add and subtract within 20 using mental strategies Directions: Use mental strategies to add and subtract. Copyright: WebMadMinute.com
34 Indicator: Add and subtract within 20 using mental strategies Directions: Use mental strategies to add and subtract. Copyright: WebMadMinute.com
35 Indicator: Add and subtract within 20 using mental strategies Directions: Use mental strategies to add and subtract. Copyright: WebMadMinute.com
Add and subtract within 20.
Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and twostep word problems involving situations of adding to, taking from,
Counting and Cardinality (CC) K 2 Know number names and the count sequence.
Counting and Cardinality (CC) K 2 Know number names and the count sequence. K.1 Count to 100 by ones and by tens. Essence: Counting E1: Count up to 50 by 1s or 10s. E2: Count up to 20 by 1s. E3: Using
Simpson Elementary School Curriculum Prioritization and Mapping 2nd Grade Math - Revised 6/2014
Simpson lementary School Curriculum Prioritization and Mapping Timeline Topic Priority Standard Learning Targets On-Going 2.OA.2 - Fluently add and subtract within 20 using mental strategies by end of
GO Math! 2 nd Grade Pacing Guide Cumberland County School District
Term 1 Week 1 8.07.17 8.11.17 2.OA.C.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
Casey County Schools- 2 nd Grade Math Curriculum Map
Week(s) Concept (Big Ideas) Weeks 1 Topic 1 Understanding Addition and Subtraction Standards I can statement Critical Vocabulary 2.OA.1 Use addition and subtraction within 100 to solve oneand two-step
Russell County Schools Grade 2 Math Pacing
Operations and Algebraic Thinking [OA] Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication.
Grade 2 Yearlong Mathematics Map
Grade 2 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: Performance Series, District Benchmark Assessments Common Core State Standards Standards for Mathematical Practice:
Unit Maps: Grade 1 Math
Numbers and Place Value 1.3 Place value. The student represents and compares whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related
2nd Grade Math Standards Learning Targets
Standards Learning Target(s) Social Studies Skills MGSE2.NBT.1 Understand I can understand that the three digits of a three-digit Understand that the three digits of a number represent amounts of hundreds.
Grade 2 Mathematics Curriculum Map
1 st Unit 1A: Underst Place Value *2.NBT.2 is repeated in Units 2 3, each time extending the skill. The skill focused on in this unit is bolded in the S.L.O. 2.NBT.1 Underst that the 3 digits of a 3-digit
Operations and Algebraic Thinking (OA) Represent and solve problems involving. addition and subtraction. 2.OA.A. Add and Subtract within 2.OA.B 30.
Operations and Algebraic Thinking (OA) 2.OA.B Add and Subtract within 30. 2.OA.A Represent and solve problems involving addition and subtraction. Cluster Domain Standards 1 st 2 nd 3 rd 4 th 2.OA.A.1 Use
Monroe County School District Elementary Pacing Guide
Date Taught: Second Grade Unit 1: Numbers and Operations in Base Ten Timeline: August Fall Break CMA: October 6-7 M.NO.2.1 Understand that the three digits of a three-digit number represent amounts of
1 (Related to endof-year. standard) Use addition and subtraction within 100 to solve one-step and twostep. Uses addition
Represents solves problems involving addition subtraction within00 2.0A. 2.0A.2 **See appendix detailing problem types** Use addition subtraction within 00 to solve one-step twostep word problems involving
Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 2
Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 2 Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 2.OA.1
Understanding Addition and Subtraction Strategies Unit
Understanding Addition and Subtraction Strategies Unit PA EC: M3.D.1.1.1 E: Extend or find a missing element in a pattern of numbers. *Pattern must show 3 repetitions *When multiples are used limit to
Grade 2 Math Maps 2010
st QUARTER Operations and Algebraic Thinking Work with equal groups of objects to gain foundations for multiplication. Determine whether a group of objects (up to 0) has an odd or even number of members,
2nd Grade Iowa Core - I Cans...
Operations and Algebraic Thinking 2.OA Operations and Algebraic Thinking 2.OA Represent and solve problems involving addition Represent and solve problems involving addition and subtraction. and subtraction.
PA Core Standards For Mathematics Curriculum Framework Grade Level 2
OCT 016 PA Core Standards For Mathematics Grade Level How is mathematics used to quantify, Place Value Understand that the three digits CC..1..B.1 among numbers can be compare, represent, and model of
SECOND GRADE Mathematic Standards for the Archdiocese of Detroit
SECOND GRADE Mathematic Standards for the Archdiocese of Detroit Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 2.OA. A. 1 Use addition and subtraction
Investigations in Number, Data, and Space for the Common Core 2012
A Correlation of Investigations in Number, Data, and Space for the Common Core 2012 to the Common Core State s with California Additions s Map Grade 2 Mathematics Common Core State s with California Additions
1.OA.6 I can fluently add and subtract within NBT.1 I can read, write and sequence numerals NBT.6
Updated for -2013 Interim 1 Timeline: Aug. 3-17 CMA: none because review 1.OA.6 I can fluently add and subtract within 10. 1.NBT.1 I can read, write and sequence numerals 0-120. 1.OA.5 I can relate addition
2 nd Grade Math Learning Targets. Algebra:
2 nd Grade Math Learning Targets Algebra: 2.A.2.1 Students are able to use concepts of equal to, greater than, and less than to compare numbers (0-100). - I can explain what equal to means. (2.A.2.1) I
North Carolina Standard Course of Study Kindergarten Mathematics
North Carolina Standard Course of Study Kindergarten Mathematics Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3.
2.N.2.1 Use the relationship between addition and subtraction to generate basic facts up to 20.
1-6 2.A.1.1 Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. 2.N.2.1 Use the relationship
Represent and solve problems involving addition and subtraction
Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations
the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Trajectory ID State ID 01_011 01_010 K.CC1 01_009 01_015 K.CC2 Standard Description Level 1 Standard Description Level 2 Standard Description Level 3 Standard Description Level 4 Knowing number names and
HOUGHTON MIFFLIN HARCOURT Go Math! SADLIER Common Core Progress Mathematics. Common Core State Standards for Mathematics.
HOUGHTON MIFFLIN HARCOURT Go Math! SADLIER Common Core Progress Mathematics Common Core State Standards for Mathematics Grade 2 Crosswalk 1. Number Concepts 2 2. Numbers to 1,000 2 3. Basic Facts and Relationships
Macon County
2 nd Grade Math Timeline Macon County 2014-2015 1 st 9 Weeks a number problem. (i.e. number talk) 2.NBT.A.1.b I can explain the value of each digit in a 3 digit number (R ) * 2.NBT.A.1.a I can recognize
Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards
1 Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards OPERATIONS AND ALGEBRAIC THINKING 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems
TEKS/STAAR Connections 2014 Grade 1 Grade 2
/STAAR Connections 2014 Grade 1 Grade 2 Place Value Place Value 2A Recognize instantly the quantity of structured arrangements. 2B Use concrete and pictorial models to compose and 2A Use concrete and pictorial
3rd Grade Mathematics
3rd Grade Mathematics 2012-2013 MONTH CONTENT/ THEME CORE GOALS/SKILLS WRITTEN ASSESSMENT TEN MINUTE MATH VOCABULARY September 17 days Trading Stickers, Combining Coins Unit 1 *NOT CC NUMBERS AND Addition,
Alaska State Standards Alignments for Mathematics. Providing rigorous mathematics intervention for K-8 learners with unparalleled precision
Alaska State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.CC.1 K.CC.2 K.CC.3 K.CC.4a K.CC.4b K.CC.4c Count to 100 by ones
Diocese of Erie Mathematics Curriculum First Grade August 2012
Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction 1 1. Use addition within 20 to solve word x+4=10; 4+3=x; 7+x=12 problems involving situations of adding
Common Core Math Standards Grade 2
Standards Code: OA=Operations and Algebraic Thinking, NBT=Number and Operations in Base 10, MD=Measurements and Data, G=Geometry, NF=Number and Operations-Fractions, RP=Rations and Proportional Relationships,
Addition and Subtraction
PART Looking Back At: Grade Number and Operations 89 Geometry 9 Fractions 94 Measurement 9 Data 9 Number and Operations 96 Geometry 00 Fractions 0 Measurement 02 Data 0 Looking Forward To: Grade Number
CVCSD First Grade Curriculum Map
MATHEMATICS CVCSD First Grade Curriculum Map FIRST GRADE PORT DICKINSON ELEMENTARY SCHOOL Chenango Valley CSD Blueprint Teacher Name: Course Name: Math Quarter: 1st Date Range: September Mid November
2.NS.2: Read and write whole numbers up to 1,000. Use words models, standard for whole numbers up to 1,000.
UNIT/TIME FRAME STANDARDS I-STEP TEST PREP UNIT 1 Counting (20 days) 2.NS.1: Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. 2.NS.5: Determine whether a group
K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations
K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations Missouri Department of Elementary and Secondary Education Spring 06 Number Sense NS Kindergarten Grade Grade Grade 3 Grade 4 Grade
West Linn-Wilsonville School District Mathematics Curriculum Content Standards Grades K-5. Kindergarten
Mathematics Curriculum s Kindergarten K.1 Number and Operations and Algebra: Represent, compare, and order whole numbers, and join and separate sets. Read and write whole numbers to 10. Connect numbers,
First Grade Mathematics 2016
Number Sense 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NS.2: Understand
SuccessMaker Virginia State Standards Alignments for Mathematics
SuccessMaker Virginia State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.1 The student, given two sets, each containing
Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 2
Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 2 : academic vocabulary directly taken from the standard STANDARD 2.2(B) use standard, word, and expanded forms to represent numbers up to 1,200
Lesson 1.9 No learning goal mapped to this lesson Compare whole numbers up to 100 and arrange them in numerical. order.
Unit 1 Numbers and Routines 1 a D Find values of coin and bill combinations (Lessons 1.2, 1.6) 2.1.3 Identify numbers up to 100 in various combinations of tens and ones. ISTEP+ T1 #9-10 2.2.1 Model addition
Common Core State Standards Alignments for Mathematics. Providing rigorous mathematics intervention for K-8 learners with unparalleled precision
Common Core State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.CC.A.1 K.CC.A.2 K.CC.B.4c Count to 100 by ones and by tens.
Virginia State Standards Alignments for Mathematics. Providing rigorous mathematics intervention for K-8 learners with unparalleled precision
Virginia State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.1 The student, given two sets, each containing 10 or fewer
Unit Maps: Grade 2 Math
Place Value and Comparing Numbers 2.3 Place value. The student understands how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the
2nd GRADE-Math Year at a Glance
2nd Grade - Math Year at a Glance: 2017-2018 Chariton Community School District Operations and Algebraic Thinking Represent and solve problems Number and Operations in Base Ten Use place value understanding
MATHEMATICS Grade 2 Standard: Number, Number Sense and Operations. Organizing Topic Benchmark Indicator Number and Number Systems
Standard: Number, Number Sense and A. Use place value concepts to represent whole numbers using numerals, words and physical models. 1. Use place value concepts to represent, compare and order whole numbers
Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 1
Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 1 : academic vocabulary directly taken from the standard STANDARD 1.2(C) use objects, pictures, and expanded and standard forms to represent numbers
Common Core State Standards - Standards for Mathematical Practice
Common Core State Standards - Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop
HVRSD Standards-Based Report Card Correlations for Math. Grade 1
HVRSD Standards-Based Report Card Correlations for Math Grade 1 The following standards serve as the focus for each marking period in Grade 1. This document details the concepts and skills developed within
California Common Core State Standards Comparison - FIRST GRADE
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 mathematics. Standards
1 st Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary
1 st Grade Math 2007 Standards, Benchmarks, s & Strand Standard No. Benchmark (1 st Grade) 1.1.1.1 Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Group of Tens
Three-Dimensional Shapes
Lesson 11.1 Three-Dimensional Shapes Three-dimensional objects come in different shapes. sphere cone cylinder rectangular prism cube Circle the objects that match the shape name. 1. rectangular prism 2.
Groveport Madison Local School District Second Grade Math Content Standards Planning Sheets
Standard: Measurement A. Explain the need for standard units of measure. B. Select appropriate units for length, weight, volume (capacity) and time, using: objects; i.e., non-standard units Second Grade
Curriculum at a Glance Kindergarten- Grade 5
Curriculum at a Glance Kindergarten- Grade 5 Students learn to reason and communicate, be problem-solvers, value mathematics and feel confident in their ability to apply concepts and skills. Creating such
First Grade Math Map
First Grade Math Map Standard Quarter 1 Quarter 2 Quarter 3 Quarter 4 Represent and solve problems involving addition and subtraction 1.OA.1 Explore addition and subtraction within (0-10) to solve word
Sand Springs Public Schools 3rd Grade Math Common Core State Standards
1 st Six Weeks Patterns and Relationships Algebraic Reasoning: Patters and Re la tio n s h ip s The student will use a variety of problem-solving approaches to extend and create patterns. A 1.1 Describe
SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS
SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade K SERIES YABISÍ (SANTILLANA USA) KINDER
Second Quarter Benchmark Expectations for Sections 4 and 5. Count orally by ones to 50. Count forward to 50 starting from numbers other than 1.
Mastery Expectations For the Kindergarten Curriculum In Kindergarten, Everyday Mathematics focuses on procedures, concepts, and s in two critical areas: Representing and comparing whole numbers, initially
Virginia Grade Level Alternative Worksheet
Grade 3 Mathematics Student's Name: Check all that apply: Assigned scores have been entered into the online VGLA System. State Testing Identifier: Assigned scores have been verified and submitted for final
Elementary Overview Summary of Major Revisions Across K 5
Elementary Overview Summary of Major Revisions Across K 5 Overall Most revisions in K-5 are the result of clarifying the intention of the standards. Some standards that shared similar concepts and expectations
Third Grade Mathematics
Third Grade Mathematics By the end of grade three, students develop understandings of multiplication and division of whole numbers. They use properties to develop increasingly more sophisticated strategies
Second Grade Mathematics Indicators Class Summary
Mathematics Indicators Number, Number Sense and Operations Standard Number and Number System Use place value concepts to represent, compare and order whole numbers using physical models, numerals and words,
Mathematics K-8 Content Standards
Mathematics K-8 Content Standards Kindergarten K.1 Number and Operations and Algebra: Represent, compare, and order whole numbers, and join and separate sets. K.1.1 Read and write whole numbers to 10.
Introduction. Alignment Tools Alignment to Math Content Standards
Introduction Unique Learning System maintains alignment with state standards through instructional targets. These targets are the bridge between the general content standards adopted by a state and relevant
Kindergarten CCSS Alignments to the Dimensions Math Series Singapore Math Inc.
CCS: Common Core Standards DM: Dimensions Math Series Kindergarten CCSS Alignments to the Dimensions Math Series Singapore Math Inc. www.singaporemath.com Counting & Cardinality K.CC. Count to 00 by ones
1. POSITION AND SORTING Kindergarten
MATH CURRICULUM KINDERGARTEN 1. POSITION AND SORTING Kindergarten A. Position and Location 1. use the words inside and outside to describe the position of objects. 2. use the words over, under, and on
The Common Core Learning Standards Aligned to A Story of Units
Year Long CCLS Aligned to A Story of Units PK-5 The Common Core Learning Standards Aligned to A Story of Units Pre-Kindergarten page 2 Kindergarten page 5 Grade 1 page 9 Grade 2 page 15 Grade 3 page 20
MA Adopted Standard Grade Evidence of Student Attainment Kindergarten Math
MA Adopted Standard Grade Evidence of Student Attainment Kindergarten Math [K.CC.1] Count to 100 by ones and by tens. K Students: ~Use the pattern and regularity in the counting sequence to orally count
Numerical & Proportional Reasoning: Place Value Patterns & Equivalent Forms Kindergarten Grade 2 Grades 3-5
Numerical & Proportional Reasoning: Place Value Patterns & Equivalent Forms 2.1 Numbers and words can be used to count and represent quantities or position. The position of a digit in any number determines
Correlation of Mathematics Florida Standards (MAFS) to i-ready Diagnostic & Instruction Mathematics Lessons
Correlation of to i-ready Diagnostic & Instruction Mathematics Lessons Grade K MAFS.K.CC.1.1 Count to 100 by ones... Counting and Ordering to 100 MAFS.K.CC.1.1 Count to 100 by ones and by tens. Counting
1.OA.1. 1.OA.3: Apply properties of operations as strategies to add and subtract. 1.OA.3
CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: CCES Subject: Math Grade: First Benchmark Assessment 1 Instructional Timeline: August 6 th -October 2 nd Topic(s):
Table of Contents. Student Practice Pages. Number Lines and Operations Numbers. Inverse Operations and Checking Answers... 40
Table of Contents Introduction... Division by Tens... 38 Common Core State Standards Correlation... Division of -Digit Numbers... 39 Student Practice Pages Number Lines and Operations Numbers Inverse Operations
Unit Maps: Kindergarten Math
Representation and Comparison of Whole Numbers K.3 Place value. The student represents and compares whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration
Grade 3 Math. LC.3.OA.A. Describe a context in which a total number of objects can be expressed as product of two one-digit numbers.
Louisiana Student Standards 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total
Essential Questions Content Skills Assessment Resources How do numbers relate to each other?
Essential Questions Content Skills Assessment Resources How do numbers relate to relate to our -Works with multiples of 5, 10, and 25 -Represents numbers up to 15 using 10 frames -Addition and subtraction
KINDERGARTEN MATHEMATICS Highlighted quarters represent mastery expected CCSS Q1 Q2 Q3 Q4
KINDERGARTEN MATHEMATICS CCSS Q1 Q2 Q3 Q4 Quarter 1 K.CC.1.a. Count orally by ones to at least 30. (Goal of 100) K.CC.1.b. Count orally by tens to 30. (Goal of 100) K.CC.3.a. Recognize numbers from 0 to
Alignments to SuccessMaker. Providing rigorous intervention for K-8 learners with unparalleled precision
Alignments to SuccessMaker Providing rigorous intervention for K-8 learners with unparalleled precision 1.OA 1.OA.A 1.OA.A.1 1.OA.A.2 Tennessee Standards 2016, Operations and Algebraic Thinking Represent
Unit 1 : Numbers to 1,000
Unit : Numbers to,000 Counting Within,000 Friendly Notes We can group big numbers into hundreds, tens, and ones. This makes counting easy.. Count the straws. 00 00 0 00, 200, 300, 400, 500, 600, 60, 6,
Common Core Standards for Mathematics. Grade 1. Operations and Algebraic Thinking Date Taught
Common Core Standards for Mathematics Operations and Algebraic Thinking Taught Retaught Reviewed Assessed Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction
Georgia Department of Education
CC.1.OA.1 Represent and solve problems involving addition and subtraction. Use addition and subtraction within 2 to solve word problems involving situations of adding to, taking from, putting together,
Colorado Academic Standards Revised: December 2010 Page 4 of 157
Standard: 3. Data Analysis, Statistics, and Probability! Solve problems and make decisions that depend on understanding, explaining, and quantifying the variability in data 1. Visual displays of information
Roswell Independent School District Grade Level Targets Summer 2010
1 NM Standards Children s Progress Core Standards Target: Possesses a working knowledge of the base ten number system, including ones and tens. Q1 Counts, sketches and represents some numbers. Q2 Counts,
Grade 1 ISTEP+ T1 #1-4 ISTEP+ T1 #5
Unit 1 Establishing Routines 1 a D Count by 5's to 40. (Lessons 1.4, 1.7, and 1.11) 1 b D Count by 2's to 40. (Lessons 1.9-1.13) 1 c D Begin ongoing digit-writing practice. (Lessons 1.1-1.6) (Lessons 1.4,
Third Grade Getting Ready for TCAP Spiral Reviews - April
Third Grade Getting Ready for TCAP Spiral Reviews - April Spiral Reviews are provided to help students practice and retain previously taught skills. They are designed for teachers to use with students
Next Generation Math Standards----Grade 3 Cognitive Complexity/Depth of Knowledge Rating: Low, Moderate, High
Next Generation Math Standards----Grade 3 Cognitive Complexity/Depth of Knowledge Rating: Low,, BIG IDEAS (3) BIG IDEA 1: Develop understandings of multiplication and division and strategies for basic
Formative Benchmark 1
Key Tested Formative Benchmark 1 November 213-20, 2013 Section 1: Lessons 1-10 Number Sentences, Show Data through Graphs, Repeating Patterns with Colors, Shapes and Letters Section 2: Lessons 11-20 Fractions
MOUNTAIN VIEW SCHOOL DISTRICT
MOUNTAIN VIEW SCHOOL DISTRICT FIRST GRADE MATH 1.OA.1 Represent and solve problems involving addition and subtraction. Use addition and subtraction within 20 to solve word problems involving situations
Washington County School District Pacing Guide 3 rd Grade Math
Dates August September October Enduring Skills/Understandings understanding of multiplication and division strategies for multiplication and division within 100. Subskill: Students use place value understanding
The School District of Palm Beach County 3 rd Grade Mathematics Scope st Trimester
1 st Trimester Measurement and Data (MD) MD.2.3 MD.2.4 Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step
Course Outlines. Elementary Mathematics (Grades K-5) Kids and Numbers (Recommended for K-1 students)
Course Outlines Elementary Mathematics (Grades K-5) Kids and Numbers (Recommended for K-1 students) Shapes and Patterns. Grouping objects by similar properties. Identifying simple figures within a complex
School District of Marshfield Mathematics Standards
MATHEMATICS Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry Operations and Algebraic Thinking Represent and Solve Problems
Kindergarten 5 th Grade Alignment/Comparison of Standards
Kindergarten 5 th Grade Alignment/Comparison of Standards This document was developed based on the 2007 SC Academic Standards for Mathematics (2207) which are shown below in the left-hand column. The content
Grade 1 Mathematics Curriculum Map
1 st Unit 1A: Extend the Counting Underst Place Value *1.NBT.1 is repeated in Units 2, 4, 5, each time extending the skill. The skill focused on in this unit is bolded in the Scope S.L.O. 1.NBT.1 Count
Scope & Sequence Overview - Stage 1, Year 2
Scope & Sequence Overview - Stage 1, Year 2 Whole Numbers 1 applies place value, informally, to count, order, read and represent two- and three-digit numbers - MA1-4NA count forwards, count backwards,
First Grade - Math. Trimester 1: Trimester 2: Trimester 3:
First Grade - Math Trimester 1: Trimester 2: Trimester 3: SKILLS Calendar: SKILLS SKILLS Time 1.MD.3 Tell and write time. Tell and write time in hours and half hours using analog and digital clocks. Time
1 st Grade Math Curriculum Crosswalk
This document is designed to help North Carolina educators teach the. NCDPI staff are continually updating and improving these tools to better serve teachers. 1 st Grade Math Curriculum Crosswalk The following
Lesson 00 of 36 Learning about Excel Projectable
Lesson 00 of 6 Learning about Excel Projectable Lesson 5 of 5 Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient with regrouping and remainders CLASSROOM LESSONS Each file
First Grade Mathematical I Can Statements
NUMBERS AND OPERATIONS 1.1.1 I can count forward to 100 with and without manipulatives. I can count backward from 20 with and without manipulatives. 1.1.2 I can read numbers to 100 using multiple strategies,