Georgia Department of Education

Transcription

1 P a g e 1 CC.K.CC.1 Know number names and the count sequence. Count to 1 by ones and by Grade Difference tens. GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count a number of objects up to 3. GA.1.N.3.b Skip-count by 2s, 5s, and 1s, forward and backwards; to and from numbers up to 1. CC.K.CC.2 Know number names and the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count a number of objects up to 3. GA.1.N.1 Students will estimate, model, compare, order, and represent whole numbers up to 1. GA.1.N.1.b Correctly count and represent the number of objects in a set using numerals. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.b Skip-count by 2s, 5s, and 1s, forward and backwards; to and from numbers up to 1. CC.K.CC.3 Know number names and the count sequence. Write numbers from to 2. Represent a number of objects with a written numeral -2 (with representing a count of no objects). GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count a number of objects up to 3. GA.K.N.1.b Produce models for number words through ten. GA.K.N.1.c Write numerals through 2 to label sets. GA.1.N.1 Students will estimate, model, compare, order, and represent whole numbers up to 1. GA.1.N.1.a Represent numbers up to 1 using a variety of models, diagrams, and number sentences. Represent numbers larger than 1 in terms of tens and ones using manipulatives and pictures. CC.K.CC.4 Count to tell the number of objects. Understand the relationship between numbers and quantities; connect counting to cardinality. GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count a number of objects up to 3. CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count a number of objects up to 3. GA.1.N.1 Students will estimate, model, compare, order, and represent whole numbers up to 1. GA.1.N.1.b Correctly count and represent the number of objects in a set using numerals. CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count a number of objects up to 3. September, 21 All Rights Reserved

2 P a g e 2 GA.1.N.1 Students will estimate, model, compare, order, and represent whole numbers up to 1. GA.1.N.1.b Correctly count and represent the number of objects in a set using numerals. CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger. GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count a number of objects up to 3. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.a Identify one more than, one less than, 1 more than, and 1 less than a given number. GA.1.N.3.e Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles and making tens. CC.K.CC.5 Count to tell the number of objects. Count to answer how many? questions about as many as 2 things arranged in a line, a rectangular array, or a circle, or as many as 1 things in a scattered configuration; given a number from 1-2, count out that many objects. GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count a number of objects up to 3. GA.K.N.1.b Produce models for number words through ten. GA.K.N.1.c Write numerals through 2 to label sets. GA.K.N.1.f Estimate quantities using five and ten as a benchmark. (e.g. 9 is one five and four more. It is closer to 1, which can be represented as one ten or two fives, than it is to five.) GA.1.N.1 Students will estimate, model, compare, order, and represent whole numbers up to 1. CC.K.CC.6 Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.e Compare two or more sets of objects (1) and identify which set is equal to, more than, or less than the other. CC.K.CC.7 Compare numbers. Compare two numbers between 1 and 1 presented as written numerals. GA.1.N.1 Students will estimate, model, compare, order, and represent whole numbers up to 1. GA.1.N.1.d Understand the magnitude and order of numbers up to 1 by making ordered sequences and representing them on a number line. CC.K.OA.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. GA.K.N.2 Students will use representations to model addition and subtraction. GA.K.N.2.a Use counting strategies to find out how many items are in two sets when they are combined, separated, or compared. (combining, separating, or comparing) for two numbers that are each less than 1. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use September, 21 All Rights Reserved

3 P a g e 3 GA.1.N.3.c Compose/decompose numbers up to 1 (e. g. 3+5=8, 8=5+2+1). CC.K.OA.2 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Solve addition and subtraction word problems, and add and subtract within 1, e.g., by using objects or drawings to represent the problem. GA.K.N.2 Students will use representations to model addition and subtraction. (combining, separating, or comparing) for two numbers that are each less than 1. CC.K.OA.3 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Decompose numbers less than or equal to 1 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.c Compose/decompose numbers up to 1 (e. g. 3+5=8, 8=5+2+1). CC.K.OA.4 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. For any number from 1 to 9, find the number that makes 1 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. GA.K.N.2 Students will use representations to model addition and subtraction. GA.K.N.2.b Build number combinations up to 1 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1 for five) and for doubles to 1 (3 and 3 for six). CC.K.OA.5 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Fluently add and subtract within 5. GA.1.N.3 Students will add and subtract numbers less than 1, as well as understand and use GA.1.N.3.f Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.) CC.K.NBT.1 Work with numbers 119 to gain foundations for place value. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 1 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. GA.1.N.2 Students will understand place value notation for the numbers 1 to 99. (Discussions may allude to 3-digit numbers to assist in understanding place value.) GA.1.N.2.b Represent collections of less than 3 objects with 2-digit numbers and understand the meaning of place value. GA.1.N.2.c Decompose numbers from 1 to 99 as the appropriate number of tens and ones. CC.K.MD.1 Describe and compare measurable attributes. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. GA.K.M.1 Students will group objects according to common properties such as longer/shorter, more/less, taller/shorter, and heavier/lighter. GA.K.M.1.a Compare and order objects on the basis of length. GA.K.M.1.c Compare and order objects on the basis of height. September, 21 All Rights Reserved

4 P a g e 4 GA.K.M.1.d Compare and order objects on the basis of weight. CC.K.MD.2 Describe and compare measurable attributes. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. GA.K.M.1 Students will group objects according to common properties such as longer/shorter, more/less, taller/shorter, and heavier/lighter. GA.K.M.1.a Compare and order objects on the basis of length. GA.K.M.1.b Compare and order objects on the basis of capacity. GA.K.M.1.c Compare and order objects on the basis of height. GA.K.M.1.d Compare and order objects on the basis of weight. CC.K.MD.3 Classify objects and count the number of objects in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 1.) GA.K.D.1 Students will pose information questions, collect data, organize, and display results using objects, pictures, and picture graphs. GA.K.N.2 Students will use representations to model addition and subtraction. (combining, separating, or comparing) for two numbers that are each less than 1. CC.K.G.1 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. GA.K.G.1.a Recognize and name the following basic two-dimensional figures: triangles, quadrilaterals (rectangles, squares) and circles. GA.K.G.1.b Recognize and name the following three-dimensional figures: spheres and cubes. GA.K.G.2 Students will understand basic spatial relationships. GA.K.G.2.a Identify when an object is beside another object, above another object, or below another object. GA.K.G.2.b Identify when an object is in front of another object, behind another object, inside another object, or outside it. GA.1.G.1 Students will study and create various two and three-dimensional figures and identify basic figures (squares, circles, triangles, and rectangles) within them. GA.1.G.1.a Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons. GA.1.G.1.b Build, represent, name, and describe cylinders, cones, and rectangular prisms. GA.1.G.3 Students will arrange and describe objects in space by proximity, position, and direction (near, far, below, above, up, down, behind, in front of, next to, and left or right of). CC.K.G.2 Identify and describe shapes (such as squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Correctly name shapes regardless of their orientations or overall size. GA.K.G.1.c Observe concrete objects in the environment and represent the objects using basic shapes. September, 21 All Rights Reserved

5 P a g e 5 CC.K.G.3 Identify and describe shapes (such as squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). GA.K.G.1.e Compare geometric shapes and identify similarities and differences of the following two and three-dimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes. CC.K.G.4 Analyze, compare, create, and compose shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). GA.K.G.1.e Compare geometric shapes and identify similarities and differences of the following two and three-dimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes. CC.K.G.5 Analyze, compare, create, and compose shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. GA.K.G.1.c Observe concrete objects in the environment and represent the objects using basic shapes. GA.K.G.1.d Combine basic figures to form other basic and complex figures into basic figures; decompose basic and complex figures into basic figures. CC.K.G.6 Analyze, compare, create, and compose shapes. Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle? GA.K.G.1.d Combine basic figures to form other basic and complex figures into basic figures; decompose basic and complex figures into basic figures. September, 21 All Rights Reserved