Kindergarten Grade MATH Timeline. Macon County
|
|
|
- Imogene Jackson
- 5 years ago
- Views:
Transcription
1 1 st 9 Weeks Kindergarten Grade MATH Timeline Macon County K.CC.A.1 * I can count to 25 (K) K.CC.A.2 *I can start counting on from a number (0-5) (K) *I can start counting on from a number (6-10) (K) K.CC.A.3 *I can read numbers 0-5 (out of order) (K) *I can read numbers 6-10 (out of order)(k) *I can write numbers 0-5 (S) *I can write numbers 6-10 (S) *I can label a set of objects from 0-5 with a number (K) *I can label a set of objects from 6-10 with a number (K) K.CC.B.4a *I can touch count one object at a time in order with numbers (0-5) (S) *I can touch count one object at a time in order with numbers (6-10) (S) K.CC.B.4b I can name the number of objects counted (K) K.CC.B.4c I can count and know that each number is larger than the one before (0-25) (R) K.CC.C.6 I can compare groups of objects by matching and counting (R) K.MD.B.3 *I can group objects into given categories (color, shape, size) (R) I can count the number of objects in a given category (R) I can sort given categories by the number of objects in each category (R) I can group objects into categories (R) I can count the number of objects in a category (K) I can sort categories by the number of objects in each category (R) K.OA.A.3 I can understand that two parts make a whole by creating a product (P)
2 2 nd 9 Weeks K.CC.A.1 I can count to 50 (K) K.CC.A.2 I can start counting on from a number (11-20) (K) K.CC.A.3 I can read numbers (out of order) (K) I can read numbers (out of order) (K) I can write numbers (S) I can write numbers (S) I can label a set of objects with a number (K) K.CC.B.4 I can count a set of objects and tell how many are in the set (S) K.CC.B.4a I can touch count one objects at a time in order with numbers (11-20) (S) K.CC.B.4c I can count and know that each number is larger than the one before (25-50) (K) K.CC.B.5 I can answer How many? questions up to 20 objects in an array (K) I can answer How many? questions up to 20 objects in a line (K) I can answer How many? questions up to 20 objects in a circle (K) I can answer How many? questions up to 10 objects that are scattered out (K) I can work with a partner to name the number of objects in sets (R) I can use my knowledge to count up to 20 things in my home or classroom (K) I can count out a quantity to match a given number between 1 and 20 (P) K.CC.C.6 *I can compare groups of objects and tell which group is greater. (R) *I can compare group of objects to and tell which group has less.(r) I can compare groups of objects to decide which group of objects is equal to another group. (R) K.CC.C.7 I can compare two numbers between (1 and 5) and say which is larger or smaller (R) I can compare two numbers between (6-10) and show which is larger smaller (R) K.G.A.1 *I can identify a square, circle, triangle, rectangle, and
3 K.G.A.2 K.G. A.3 K.G.B.4 hexagon (K) *I can identify a cube, cone, cylinder, sphere (K) I can find a square, circle, triangle, rectangle, and hexagon in our environment using position words (above, below, beside, etc.) (R) I can find a cube, cone, cylinder and sphere in our environment using position words (above, below, beside, etc.) (R) I can name the 2D shapes (square, circle, triangle, rectangle, hexagon (K) I can name the 3D shapes (cubes, cones, cylinder, and sphere) (K) * I can sort 2D and 3D objects (R) I can name the number of sides of 2D shapes (K) I can name the number of corners of 2D shapes (K) I can describe 3D shapes in my own words (R) I can tell if 3D shapes stack, slide, and or roll (K) I can compare 2D and 3D to tell how they are alike and different (R) K. G.B.5 I can build a real world shape by using sticks, clay, etc. (P) I can create real world objects by drawing shapes (P)
4 3 rd 9 Weeks K.CC. A.1 *I can count to 75. (K) K.CC.A.1 *I can count to 100 by 10 s. (K) K.CC.A.3 *I can label a set of objects with a number. (K) K.CC.B.4 I can find the correct given quantity of multiple sets arranged differently. (R) K.CC.B.4b I can tell the number of objects in any placement.(s) K.CC.B.4c I can count and know that each number is larger than the one before.(r) K.MD.A.1 *I can compare objects and identify which is longer/taller and shorter.(r) K.MD.A.1 *I can use objects, such as cubes, to determine the length of an object.(s) K.MD.A.1 *I can compare objects and identify which is heavier or lighter.(r) K.MD.A.1 *I can use objects, such as cubes, to determine the weight of an object.(s) K.MD.A.1 I can take one object and determine the length and weight of it by using cubes.(s) K.OA.A.1 I can add by using objects and my fingers.(s) K.OA.A.1 I can add by acting out and using sounds (ex. claps)(p) K.OA.A.1 I can explain how to add numbers.(r) K.OA.A.1 *I can add by using mental pictures and drawings.(s) K.OA.A.1 *I can write and solve addition sentences with a given picture.(p) K.OA.A.1 I can subtract by using objects and my fingers.(s) K.OA.A.1 I can subtract by acting out and using sounds (ex. claps).(p) K.OA.A.1 I can explain how to subtract numbers.(r) K.OA.A.1 *I can subtract by using mental pictures and drawings.(s) K.OA.A.1 *I can write and solve subtraction sentences with a given picture.(p) K.OA.A.3 I can show a whole and it s parts with a drawing or addition sentence.(p)
5 4 th 9 Weeks K.CC.A.1 *I can count to 100. (K) K.CC.B.4c *I can count and know that each number is larger than the one before.(75-100)(r) K.G.B.6 *I can cover larger shapes with pattern blocks.(p) K.G.B.6 *I can use tangrams to make different shapes (ex: 2 squares = 1 rectangle).(s) K.MD.A.2 *I can compare two objects that are similar and tell how they are alike and different.(r) K.NBT.A.1 I can break apart numbers into tens and ones using objects and drawings.(p) K.NBT.A.1 I can break apart numbers into tens and ones and write an equation.(p) K.NBT.A.1 *I can show and explain how to make numbers using ten frames.(r) K.OA.A.2 I can answer addition word problems using numbers (0-5).(R) K.OA.A.2 *I can solve addition word problems using numbers (0-10) by drawing a picture or using objects.(s) K.OA.A.2 I can answer subtraction word problems using numbers (0-5) by using objects or drawings.(r) K.OA.A.2 *I can solve subtraction word problems using numbers (0-10) by drawing a picture or using objects.(s) K.OA.A.3 *I can show two ways to make a number between 2 and 10 using drawings and equations.(p) K.OA.A.4 I can find the missing addend that makes 10 using manipulatives.(s) K.OA.A.4 I can find the missing addend that makes 10 and write my answer.(p) K.OA.K.4 *I can write an addition sentence that shows the missing addend using a tens frame.(p) K.OA.A.5 I can easily/quickly and correctly add objects that are equal to 5.(S) K.OA.A.5 I can quickly and correctly write addition sentences that equal 5.(P) K.OA.A.5 I can quickly and correctly subtract objects that are equal to 5.(S) K.OA.A.5 I can quickly and correctly write subtraction sentences that equal 5.(P)
6
Kindergarten Grade MATH Timeline. Macon County
Kindergarten Grade MATH Timeline Macon County 2017-2018 1 st 9 Weeks Standard Learning Target Resources Lesson T M K.CC.A.1 I can count to 25 (k) K.CC.A.2 I can start counting on from a number (0-10)(k)
COUNTING AND CARDINALITY OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA
COUNTING AND CARDINALITY 006-248 KNOW NUMBER NAMES AND COUNT SEQUENCE COUNT TO TELL THE NUMBER OF OBJECTS COMPARE NUMBERS OPERATIONS AND ALGEBRAIC THINKING 249-335 UNDERSTANDING ADDITION AS PUTTING TOGETHER
Story: Count the Eggs. Instructional Essential Standards
September Topic 1: Numbers 0 to 5 Domain: Counting and Cardinality Cluster: Know number names and the count sequence; Count to tell the number of objects. Story: Count the Eggs Number Uses, Classification,
Kindergarten Math: I Can Statements
Kindergarten Math: I Can Statements Processes, Content Statements & Expectations (Disciplinary Knowledge) I Can Student Statements I Can Teacher Statements Counting and Cardinality Known number names and
Rochester City School District Kindergarten Mathematics Performance Based Assessment RUBRIC. 12 Tasks for a total of 80 points
Rochester City School District Kindergarten Mathematics Performance Based RUBRIC Tasks for a total of 80 points Task Rubric Know number names and the count sequence. K.CC. Count to 00 by ones and tens.
(K.CC) Know number names and the count sequence.
(K.CC) Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). * Doesnʼt
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
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.
Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Kindergarten - DRAFT
Common Core State Standards Crosswalk to Missouri s/cles for Mathematics Kindergarten - Domain CCSS Clusters of Standards Missouri v2.0 /CLE Counting and Cardinality (CC) Know number names and the count
The School District of Palm Beach County Kindergarten Mathematics Scope st Trimester
1 st Trimester Counting and Cardinality (CC) Know number names and the count sequence. CC.1.3 CC.2.4 CC.2.5 Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20
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
Common Core Math Standards Grade K
Common Core Standards I Can Statements Curriculum Correlation Standards Code: OA=Operations and Algebraic Thinking, NBT=Number and Operations in Base 10, MD=Measurements and Data, G=Geometry, NF=Number
Counting Objects and Sets CC Part 1 (Counting and Cardinality Standards: K.CC.4 K.CC.5)
1 Count with One to One Correspondence 2 Count with One to One Correspondence K.CC.4a: When counting objects say the number names in the standard 3 Count with One to One Correspondence order pairing each
Calendar Squares 2 Ten Frames
Calendar Squares 2 Ten Frames K.CC.A Know number names and the count sequence. K.CC.1 Count to 100 by ones and tens. (0-10) K.CC.3 Write numbers from 0-20. Represent a number of objects with a written
Trimester Counting and Cardinality
Trimester 1 2 3 4 K.CCA.1, 2, 3 Know number names and the count up to 100 1st. 2nd. Unable or rarely able to count to 15 Counts accurately to 15 Counts accurately to 20 Counts accurately to 30 Identifies
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 Kindergarten Mathematics Common Core State s with California
Kindergarten Progress Report Rubric - Mathematics. Counting and Cardinality
Kindergarten Progress Report Rubric - Mathematics Counting and Cardinality Know number names and the count sequence (K.CC.- K.CC.3) Not yet able to: *Count to 0 by ones; *Count and write numerals 0 0.
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
DRAFT EAST POINSETT CO. SCHOOL DIST. - KINDERGARTEN MATH
Module 1 - Math Count to tell the number of objects Test: 10/15/2015 (No TLI K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of
Students will understand 1. That patterns of numbers help when counting. 2. That there are different ways to count (by ones, tens).
Kindergarten Counting and Cardinality Essential Questions: 1. Why do we use numbers, what are their properties, and how does our number system function? 2. Why do we use estimation and when is it appropriate?
Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: First Quarter. I will count by ones to 10. Introduce (0-10) Ones Tens number
Counting and Cardinality (CC) Know number names and the count sequence. Count to tell the number of objects. Compare numbers. (0-10) K.CC.1. Count to 100 by ones and by tens... I K.CC.2. Count forward
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,
Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: Third Quarter
Counting and Cardinality (CC) Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Continue (a.) Review (b.) ( Qtr 1) K.CC.1. Count to 100 by ones and by tens.m
K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral (1-20). Write numbers to 20.
COUNTING & CARDINALITY NAME: K.CC.1 Count to 100 by ones and by tens. See individual assessment. K.CC.2 Count forward beginning from a given number within the known sequence. See individual assessment.
Topic: 1-One to Five
Mathematics Curriculum Kindergarten Suggested Blocks of Instruction: 12 days /September Topic: 1-One to Five Know number names and the count sequence. K.CC.3. Write numbers from 0 to 20. Represent a number
KINDERGARTEN MATH STANDARDS BASED RUBRIC NUMBER SENSE Essential Standard: 1.0 STUDENTS UNDERSTAND THE RELATIONSHIP BETWEEN NUMBERS AND QUANTITIES.
KINDERGARTEN MATH STANDARDS BASED RUBRIC NUMBER SENSE 1.0 STUDENTS UNDERSTAND THE RELATIONSHIP BETWEEN NUMBERS AND QUANTITIES. Unable to compare 2 or more In consistently compare 2 or Compare 2 or more
91 Counting and Cardinality (Grade K) 92 Operations and Algebraic Thinking (Grades K 5) 95 Expressions and Equations (Grade 6)
ScopeandSequence SCOPE AND SEQUENCE Common Core Standards for Mathematical Practice Throughout the program, students at every grade level Make sense of problems and persevere in solving them. Reason abstractly
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
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
FOR PREVIEW ONLY. Cluster Overview & Goals Checklists. Grades K-8 Math Posters. Written & Designed by Angie Seltzer
Key Features Clear, concise student-friendly goals Unique colors and icons for domains Handy one-page layout per grade Printable as posters or reference sheets Designed to match the FREE K-8 Math Cluster
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
Month&Guesstimate& Singapore& Text&
MonthGuesstimate Singapore Text CoreKnowledgeAlignment ColoradoStateStandars;CommonCore StateStandards August Ch.1 Match/Sortdifferentobjects 4.2 b.classify objects and count the number of objects in each
Kindergarten Mathematics 2016
Number Sense K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of
Parent s Guide to GO Math! Technology Correlation
hmhco.com Parent s Guide to GO Math! Technology Correlation Grade K Not sure how to help your child with homework? Looking for extra practice to help your child succeed? GO Math! Grade K has a variety
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
Year-at-a-Glance (YAG) --- Kindergarten --- Mathematics
Kindergarten Year at a Glance: & Minnesota 1 Year-at-a-Glance (YAG) --- Kindergarten --- Mathematics The Year at a Glance (YAG) lays out all of the long term learning targets a student is expected master
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
Scott%County%Public%Schools%!!! Kindergarten*Mathematics* Revised*2013* * * * * Pacing*Guide*and*Curriculum*Map*
Scott%County%Public%Schools% Kindergarten*Mathematics* Revised*2013* * * * * Pacing*Guide*and*Curriculum*Map* 9"Weeks Scott"County"Pacing"Guide 1 st " """""2 nd " """""3 rd " """""4 th " " Domain" Cluster"
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
Casey County Schools- 1 st Grade Math Curriculum Map
Week(s) Standard I can statement(s) Critical Vocabulary 1 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
Georgia Department of Education
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
Unit A: Counting and Cardinality Numbers 0-5 Grade Level: K
** Standards for kindergarten math should be revisited throughout the year: Counting and Cardinality: Know the number names and the count sequence, count to tell the number of objects, and compare numbers.**
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
A Guide to Rigor in Mathematics
in Mathematics In order to provide a quality mathematical education for students, instruction must be rigorous, focused, and coherent. This document provides explanations and a standards-based alignment
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.
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
Kindergarten Mathematics Curriculum Map
MONTHS AND UNIT Unit 1: Who is in School Today? Sept Early Oct 20 days CONTENT/THEME Classroom Routines Materials COMMON CORE STATE STANDARDS K.CC.3 Write numbers from 0-20. Represent a number of objects
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
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
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
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
About Finish Line Mathematics 5
Table of COntents About Finish Line Mathematics 5 Unit 1: Big Ideas from Grade 1 7 Lesson 1 1.NBT.2.a c Understanding Tens and Ones [connects to 2.NBT.1.a, b] 8 Lesson 2 1.OA.6 Strategies to Add and Subtract
Learning from Home Activity Booklet
Year 2 Maths Geometry Properties of Shapes Learning from Home Activity Booklet Year 2 Programme of Study Statistics Statutory requirements Activity Sheet Page Number Notes Identify and describe the properties
COPYRIGHT. My Teachers Pay Teachers Store
COPYRIGHT Copyright 2014 EAK Common Core Galore & More TeacherspayTeachers All rights reserved by author. Permission to copy for single classroom use only. Please feel free to direct those who would like
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,
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
Monroe County School District Elementary Pacing Guide
Date Taught: First Grade Unit 1: Operations and Algebraic Thinking Timeline: CMA: M.OA.1.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,
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
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
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.
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):
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
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
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
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
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,
Math Standards with Performance Indicators Grade K
Math Standards with Performance Indicators Grade K Counting & Cardinality K.CC.A. Know number names and the count sequence. K.CC.A.1. Count to 100 by ones and by tens. K.CC.A.3. Write numbers from 0 to
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
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.
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.
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
Instructional Alignment Chart
CLUSTER HEADING: STANDARD: N/A CLUSTER HEADING: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). STANDARD: K.G.3 Identify shapes as
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
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,
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
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
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,
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
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
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
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,
Ohio s Learning Standards Extended with Learning Progressions Mathematics NOVEMBER 2018
Ohio s Learning Standards Extended with s Mathematics NOVEMBER 2018 OHIO S LEARNING STANDARDS - EXTENDED Mathematics September 2018 Table of Contents Introduction to Ohio s New Learning Standards - Extended:
Objective: Find and name three-dimensional shapes including cone and
Lesson 3 1 5 Lesson 3 Objective: Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time (10 minutes) (5 minutes) (35 minutes) (10 minutes) (60 minutes)
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
1st Grade Math Curriculum Map
Standards Quarter 1 Dates Taught (For Teacher Use) 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
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
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
Mathematics Assessment Anchor Glossary Grades 3 & 4
Mathematics Assessment Anchor Glossary Grades 3 & 4 The definitions for this glossary were taken from one or more of the following sources: Webster s Dictionary, various mathematics dictionaries, the PA
Year 2 Spring Term Week 5 to 7 - Geometry: Properties of Shape
1 Year 2 Spring Term Week 5 to 7 - Geometry: Properties of Shape Recognise 2-D and 3-D shapes Count sides on 2-D shapes Count vertices on 2-D shapes Draw 2-D shapes Lines of symmetry Sort 2-D shapes Make
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
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
Eureka Math. Grade K, Module 2. Student File_B Contains Sprint and Fluency, and Assessment Materials
A Story of Units Eureka Math Grade K, Module 2 Student File_B Contains Sprint and Fluency, and Assessment Materials Published by the non-profit Great Minds. Copyright 2015 Great Minds. All rights reserved.
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
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
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
Nets and Drawings for Visualizing Geometry. Unit 1 Lesson 1
Nets and Drawings for Visualizing Geometry Unit 1 Lesson 1 Students will be able to: Represent three-dimensional figures using nets. Make isometric and orthographic drawings. Key Vocabulary: Net Isometric
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
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
Use the Associative Property of Multiplication to find the product.
3-1 1. The Associative Property of Multiplication states factors can be grouped differently and the product remains the same. Changing the grouping of the factors changes the factors that are multiplied
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