CROSSWALK A: Oregon Mathematics, 2002 Grade Level Standards to 2007 Content Standards
|
|
- Melinda Clark
- 5 years ago
- Views:
Transcription
1 rosswalk A: Oregon Mathematics p. 1 of 122 ROSSWALK A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Prepared for the Oregon Department of Education by May 22, 2008 (Revision submitted August 28, 2008)
2 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Kindergarten p. 2 of 122 alculations and Estimations NUMBERS Understand numbers, ways of representing numbers, relationships among numbers, and number systems Grade Level Standard 2007 ontent Standard Rating Map? MA.00.E.01 Read, write, order and identify whole numbers less than 10. MA.00.E.02 Use words such as before and after to describe relative position in a sequence of whole numbers on a number line up to 10 (e.g., 5 is before 6). MA.00.E.03 Recognize whole numbers less than 10 in random order. MA.00.E.04 Use objects or pictures to decompose whole numbers. MA.00.E.05 Explore and differentiate coins: penny, nickel, dime, and quarter. MA.00.E.06 ount forward by ones beginning with any number less than 30. K.1.1 Read and write whole numbers to 10. K.1.6 ompare and order sets or numerals by using both cardinal and ordinal meanings. K.1.2 onnect numbers, including written numerals, to the quantities they represent, using various physical models and representations. K.1.6 ompare and order sets or numerals by using both cardinal and ordinal meanings. P Represent whole numbers on a number line, demonstrating an understanding of the sequential order of the counting numbers and their relative magnitudes. K.1.1 Read and write whole numbers to 10. K.1.2 K.1.4 K.1.7 K.1.2 onnect numbers, including written numerals, to the quantities they represent, using various physical models and representations. Recognize the number of objects in a small set (such as the arrangements of dots on a number cube) without counting. Model simple joining and separating situations and represent them with objects, pictures, and/or numerals. onnect numbers, including written numerals, to the quantities they represent, using various physical models and representations Determine the value of collections of pennies, nickels, and dimes. P K.1.3 ount forward by ones beginning with any number less than 30; count backward by ones beginning with any number 10 or less ount and group objects in tens and ones. P Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
3 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Kindergarten p. 3 of 122 OMPUTATION AND ESTIMATION ompute fluently and make reasonable estimates Grade Level Standard 2007 ontent Standard Rating Map? MA.00.E.07 Add and subtract pairs of numbers using less than 10 concrete objects. MA.00.E.08 Mentally find one more or one less than a single digit number. MA.00.E.09 Judge whether sets of objects have less than, more than or the same number as a reference set. K.1.7 Model simple joining and separating situations and represent them with objects, pictures, and/or numerals. K.1.8 hoose, combine, and apply effective strategies for solving joining and separating problems Model part-whole, adding to, taking away from, and comparing situations to develop an understanding of the meanings of addition and subtraction Apply with fluency sums to 10 and related subtraction facts. K.1.3 ount forward by ones beginning with any number less than 30; count backward by ones beginning with any number 10 or less. K.1.8 hoose, combine, and apply effective strategies for solving joining and separating problems. K.1.5 ount objects in a set using one-to-one correspondence and produce sets of given sizes. P K.1.6 ompare and order sets or numerals by using both cardinal and ordinal meanings. Statistics and Probability STATISTIS Select and use appropriate statistical methods to analyze data Grade Level Standard 2007 ontent Standard Rating Map? MA.00.SP.01 Identify "how many more or less" and "how many all together" from pictographs and bar graphs. K.3.3 ompare the lengths of two objects both directly (by comparing them with each other) and indirectly (by comparing both with a third object) Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. P Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
4 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Kindergarten p. 4 of 122 Algebraic Relationships PATTERNS AND FUNTIONS Understand patterns, relations, and functions Grade Level Standard 2007 ontent Standard Rating Map? MA.00.AR.01 Sort, classify, and order objects by size, color, shape, or other properties. K.3.2 ompare, sort, and order objects according to measurable (e.g., longest to shortest, lightest to heaviest) and non-measurable (e.g., color, texture) attributes Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different. P MA.00.AR.02 Identify objects that do not belong to a particular group. K.3.2 ompare, sort, and order objects according to measurable (e.g., longest to shortest, lightest to heaviest) and non-measurable (e.g., color, texture) attributes Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different. P MA.00.AR.03 opy and extend patterns using concrete models. K.1.9 Identify, duplicate, and extend simple number patterns and sequential and growing patterns (e.g., patterns made with shapes) Identify, create, extend, and supply a missing element in number patterns involving addition or subtraction by a single-digit number. P ALGEBRAI RELATIONSHIPS Represent and analyze mathematical situations and structures using algebraic symbols Grade Level Standard 2007 ontent Standard Rating Map? MA.00.AR.04 ompare two or more sets of 10 or fewer objects and identify which set is equal to, more than, or less than the other. K.1.5 ount objects in a set using one-to-one correspondence and produce sets of given sizes. K.1.6 ompare and order sets or numerals by using both cardinal and ordinal meanings. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
5 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Kindergarten p. 5 of 122 Measurement UNITS AND TOOLS Understand measurable attributes of objects and the units, systems, and processes of measurement Grade Level Standard 2007 ontent Standard Rating Map? MA.00.ME.01 Sort and classify objects to show different attributes that can be measured in different ways (e.g., length, weight, size). K.3.1 K.3.2 K.3.3 Identify the measurable attributes (e.g., length, weight) and non-measurable attributes (e.g., color) of an object. ompare, sort, and order objects according to measurable (e.g., longest to shortest, lightest to heaviest) and non-measurable (e.g., color, texture) attributes. ompare the lengths of two objects both directly (by comparing them with each other) and indirectly (by comparing both with a third object) Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different. DIRET AND INDIRET MEASUREMENT Apply appropriate techniques, tools, and formulas to determine measurements Grade Level Standard 2007 ontent Standard Rating Map? MA.00.ME.02 Understand concepts related to time of day: morning, afternoon, evening, day, night Demonstrate an understanding of time and use of time relationships (e.g., how many minutes in an hour, days in a week, and months in a year). MA.00.ME.03 ompare the time of occurrence of two events using the terms before or after Demonstrate an understanding of time and use of time relationships (e.g., how many minutes in an hour, days in a week, and months in a year). Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
6 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Kindergarten p. 6 of 122 Geometry PROPERTIES AND RELATIONSHIPS Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships Grade Level Standard 2007 ontent Standard Rating Map? MA.00.GM.01 Identify basic shapes (e.g., square, circle, triangle, rectangle, and oval). MA.00.GM.02 Match objects to outlines of their shapes. MA.00.GM.03 lassify and sort geometric shapes by attributes (e.g., number of sides, shape, size). K.2.1 Identify, name, and describe basic two-dimensional shapes (e.g., square, circle, triangle, rectangle, regular hexagon) presented in a variety of ways (e.g., with different sizes or orientations) Recognize and create shapes that are congruent or have symmetry. P K.2.1 Identify, name, and describe basic two-dimensional shapes (e.g., square, circle, triangle, rectangle, regular hexagon) presented in a variety of ways (e.g., with different sizes or orientations) Recognize and create shapes that are congruent or have symmetry. P K.2.1 Identify, name, and describe basic two-dimensional shapes (e.g., square, circle, triangle, rectangle, regular hexagon) presented in a variety of ways (e.g., with different sizes or orientations). K.2.2 Identify, name, and describe basic three-dimensional shapes (e.g., sphere, cube, and cylinder). P Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different. MODELING Use visualization, spatial reasoning, and geometric modeling to solve problems Grade Level Standard 2007 ontent Standard Rating Map? MA.00.GM.04 reate shapes with manipulatives (e.g., pattern blocks or tiles). K.2.3. Use basic shapes and spatial reasoning to describe and model objects in their environment, and to construct more complex shapes Recognize and create shapes that are congruent or have symmetry. P Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
7 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 1 p. 7 of 122 alculations and Estimations NUMBERS Understand numbers, ways of representing numbers, relationships among numbers, and number systems Grade Level Standard 2007 ontent Standard Rating Map? MA.01.E.01 Read, write, order, and identify whole numbers less than ompare and order whole numbers to 100. MA.01.E.02 Order 1st through 10th in numeric or word form. K.1.6 ompare and order sets or numerals by using both cardinal and ordinal meanings Represent whole numbers on a number line, demonstrating an understanding of the sequential order of the counting numbers and their relative magnitudes. MA.01.E.03 ount and group objects in ones and tens ount and group objects in tens and ones. MA.01.E.04 Use objects or pictures to decompose whole numbers to 10 (e.g., 5 = 4 + 1, 5 = 2 + 3). K.1.7 Model simple joining and separating situations and represent them with objects, pictures, and/or numerals. MA.01.E.05 Identify, order and compare coins by making equivalent amounts up to 25 cents ompare and order whole numbers to 100. P Determine the value of collections of pennies, nickels, and dimes. MA.01.E.06 Demonstrate counting skills of skip counting by 5 and 10 to 100. K.1.9 Identify, duplicate, and extend simple number patterns and sequential and growing patterns (e.g., patterns made with shapes) Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines. P Understand and apply base-ten numeration, and count in multiples of one, two, five, ten, and one hundred. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
8 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 1 p. 8 of 122 OMPUTATION AND ESTIMATION ompute fluently and make reasonable estimates Grade Level Standard 2007 ontent Standard Rating Map? MA.01.E.07 Add and subtract with concrete objects. MA.01.E.08 Apply with fluency sums to 9 and related subtraction facts. MA.01.E.09 Find sums and differences less than 100. MA.01.E.10 Make change for amounts to 25 cents. MA.01.E.11 Mentally add 10 to a single digit number. K.1.7 Model simple joining and separating situations and represent them with objects, pictures, and/or numerals Model part-whole, adding to, taking away from, and comparing situations to develop an understanding of the meanings of addition and subtraction Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines Apply with fluency sums to 10 and related subtraction facts Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines Solve multi-digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction Determine the value of collections of pennies, nickels, and dimes Model part-whole, adding to, taking away from, and comparing situations to develop an understanding of the meanings of addition and subtraction Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines Identify the number of tens and ones in whole numbers between 10 and 100, especially recognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones Use place value and properties of operations to find and use equivalent representations of numbers (such as, 35 represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones) Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved. P P Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
9 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 1 p. 9 of 122 MA.01.E.12 Estimate number of objects and check reasonableness of answers by counting up to 20 objects ount and group objects in tens and ones Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved. P OPERATIONS AND PROPERTIES Understand meanings of operations and how they relate to one another Grade Level Standard 2007 ontent Standard Rating Map? MA.01.E.13 Represent situations using models of addition and subtraction (e.g., putting together or adding on, taking away, finding the difference, comparing) Model part-whole, adding to, taking away from, and comparing situations to develop an understanding of the meanings of addition and subtraction. Statistics and Probability STATISTIS Select and use appropriate statistical methods to analyze data Grade Level Standard 2007 ontent Standard Rating Map? MA.01.SP.01 Identify "how many more or less" and "how many all together" from pictographs and bar graphs Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. P Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
10 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 1 p. 10 of 122 OLLET AND DISPLA DATA Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them Grade Level Standard 2007 ontent Standard Rating Map? MA.01.SP.02 Pose questions and gather data about themselves and their surroundings. A MA.01.SP.03 Sort and classify objects according to their attributes and organize data about the objects into categories. MA.01.SP.04 Represent data using concrete objects and pictographs Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. K.3.2 ompare, sort, and order objects according to measurable (e.g., longest to shortest, lightest to heaviest) and non-measurable (e.g., color, texture) attributes Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. DATA ANALSIS AND PREDITIONS Develop and evaluate inferences and predictions that are based on data. P wr 1 P wr 2 P wr Grade Level Standard 2007 ontent Standard Rating Map? MA.01.SP.05 Answer simple questions related to data displayed in pictographs, including which result occurred the most or least often Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. P 1 urriculum should involve students posing questions and gathering data about themselves and their surroundings as well as analyzing data presentations. 2 urriculum should involve students organizing data as well as analyzing data presentations. 3 urriculum should involve students representing data as well as analyzing data presentations. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
11 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 1 p. 11 of 122 Algebraic Relationships PATTERNS AND FUNTIONS Understand patterns, relations, and functions Grade Level Standard 2007 ontent Standard Rating Map? MA.01.AR.01 Sort and classify objects using one or more attributes by observing relationships. MA.01.AR.02 Identify an element that does not belong in a simple pattern. MA.01.AR.03 Supply a missing element in or extend number patterns involving addition or subtraction by a single digit number Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different Build, draw, and analyze two-dimensional shapes to understand attributes and properties of twodimensional space. K.1.9 Identify, duplicate, and extend simple number patterns and sequential and growing patterns (e.g., patterns made with shapes) Identify, create, extend, and supply a missing element in number patterns involving addition or subtraction by a single-digit number Identify, create, extend, and supply a missing element in number patterns involving addition or subtraction by a single-digit number. A MA.01.AR.04 Extend and generate patterns involving three K.1.9 Identify, duplicate, and extend simple number patterns and sequential and growing patterns (e.g., patterns made with shapes). elements sharing a common attribute (e.g., color, number, Identify, create, extend, and supply a missing element in number patterns involving addition or shape, letter) using concrete subtraction by a single-digit number. models or objects Recognize and create shapes that are congruent or have symmetry. P wr 4 ALGEBRAI RELATIONSHIPS Represent and analyze mathematical situations and structures using algebraic symbols Grade Level Standard 2007 ontent Standard Rating Map? MA.01.AR.05 Understand the meaning of equals and use the = symbol Use the concept of commutative [4 + 2 = 2 + 4], associative [(4 + 3) + 7 = 4 + (3 + 7)], and identity [0 + 3 = 3] properties of addition to solve problems involving basic facts. P 4 urriculum should include repeating patterns with shapes. Demonstrating standard by creating congruent shapes is necessary for MA.01.AR Mastering standard requires understanding the meaning of equals, and therefore MA.01.AR.05 is considered covered by the 2007 standards, although demonstrating MA.01.AR.05 need not be in the context of using the specified properties. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
12 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 1 p. 12 of 122 MA.01.AR.06 onstruct and solve simple number sentences involving sums to 9 and related subtraction facts using concrete objects, pictures or symbols Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines Apply with fluency sums to 10 and related subtraction facts. P wr 6 Measurement UNITS AND TOOLS Understand measurable attributes of objects and the units, systems, and processes of measurement Grade Level Standard 2007 ontent Standard Rating Map? MA.01.ME.01 ompare and order objects according to measurable attributes (e.g. long or short; light or heavy) Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different Apply concepts of partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object, then object A is longer than object ). P DIRET AND INDIRET MEASUREMENT Apply appropriate techniques, tools, and formulas to determine measurements Grade Level Standard 2007 ontent Standard Rating Map? MA.01.ME.02 Identify and name days of the week and months of the year and interpret calendar information (e.g., tomorrow, yesterday, how many Tuesdays are in November) Demonstrate an understanding of time and use of time relationships (e.g., how many minutes in an hour, days in a week, and months in a year). MA.01.ME.03 Tell time to the nearest hour using analog and digital clocks Tell time in increments of five minutes using analog and digital clocks. P 6 Standards and do not specify constructing number sentences or using symbols, these could be incorporated in the models and are likely covered. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
13 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 1 p. 13 of 122 Geometry PROPERTIES AND RELATIONSHIPS Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships Grade Level Standard 2007 ontent Standard Rating Map? MA.01.GM.01 Identify, describe and classify triangles, rectangles, squares, circles and ovals Describe geometric attributes of shapes (e.g., round, corners, sides) to determine how they are alike and different Recognize shapes when viewed from different perspectives and orientations Identify, describe, compare, analyze, and informally classify triangles by their sides and angles Identify, describe, compare, analyze, and classify quadrilaterals (square, rectangle, parallelogram, rhombus, and trapezoid) by their sides and angles. MA.01.GM.02 Recognize and identify attributes of twodimensional geometric shapes in the environment (e.g., make a triangle and a square from pieces of straw and compare how many pieces of straw are used to make each shape) Recognize and create shapes that are congruent or have symmetry ompose and decompose shapes (e.g., cut a square into two right triangles and put two cubes together to make a rectangular prism), thus building an understanding of part-whole relationships as well as the properties of the original and composite shapes. P MODELING Use visualization, spatial reasoning, and geometric modeling to solve problems Grade Level Standard 2007 ontent Standard Rating Map? MA.01.GM.03 Model triangles, rectangles, squares, circles and ovals Recognize and create shapes that are congruent or have symmetry. ompose and decompose shapes (e.g., cut a square into two right triangles and put two cubes together to make a rectangular prism), thus building an understanding of part-whole relationships as well as the properties of the original and composite shapes. P P MA.01.GM.04 reate repeating geometric shapes using manipulatives (e.g., two triangles can make a square) ompose and decompose shapes (e.g., cut a square into two right triangles and put two cubes together to make a rectangular prism), thus building an understanding of part-whole relationships as well as the properties of the original and composite shapes. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
14 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 1 p. 14 of 122 OORDINATE GEOMETR Specify locations and describe spatial relationships using coordinate geometry and other representational systems Grade Level Standard 2007 ontent Standard Rating Map? A MA.01.GM.05 Arrange and describe objects in space by relative position and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of). K.2.3 Use basic shapes and spatial reasoning to describe and model objects in their environment, and to construct more complex shapes Recognize shapes when viewed from different perspectives and orientations. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
15 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 2 p. 15 of 122 alculations and Estimations NUMBERS Understand numbers, ways of representing numbers, relationships among numbers, and number systems Grade Level Standard 2007 ontent Standard Rating Map? MA.02.E.01 Read, write, order, model, and compare whole numbers less than ompare and order whole numbers to Write, compare, and order whole numbers to P MA.02.E.02 Read number words K.1.1 Read and write whole numbers to 10. less than one hundred and write the corresponding numeric value Write, compare, and order whole numbers to P MA.02.E.03 Identify and model the whole number of ones, tens, and hundreds in numbers less than Identify the number of tens and ones in whole numbers between 10 and 100, especially recognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones. MA.02.E.04 ompose and decompose whole numbers less than one hundred by place value (e.g., 426 = 4-100's, 2-10's, 6-1's). MA.02.E.05 Order, model, and identify wholes, halves, and fourths using concrete models and visual representations. MA.02.E.06 Understand a fraction represents subdivisions of a whole into equal parts. MA.02.E.07 Locate whole numbers on a number line Identify the number of tens and ones in whole numbers between 10 and 100, especially recognizing the numbers 10 to 19 as 1 group of ten and a particular number of ones ompose and decompose whole numbers less than one thousand by place value (e.g., 426 as 4 hundreds + 2 tens + 6 ones and ) Use place value and properties of operations to find and use equivalent representations of numbers (such as, 35 represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones) Represent common fractions (e.g., halves, thirds, fourths, tenths) as equal parts of a whole, parts of a set, or points or distances on a number line Solve problems that involve comparing and ordering fractions by using models, benchmarks (0, ½, 1), or common numerators or denominators Recognize and demonstrate that sizes of fractional parts are relative to the size of the whole Represent whole numbers on a number line, demonstrating an understanding of the sequential order of the counting numbers and their relative magnitudes. P Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
16 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 2 p. 16 of 122 MA.02.E.08 Order and compare coins by making equivalent amounts up to $ Determine the value of collections of pennies, nickels, and dimes Determine the value of mixed collections of coins to $1.00. wr 7 MA.02.E.09 Demonstrate the counting skills of skip counting by 2 to 100 and by 100 to Understand and apply base-ten numeration, and count in multiples of one, two, five, ten, and one hundred Represent, analyze and extend number patterns using rules that involve multiplication and/or addition (e.g., {3, 6, 9, 12, }, {1, 2, 4, 8, } ). MA.02.E.10 Determine whether a set of objects has an odd or even number of elements. N OMPUTATION AND ESTIMATION ompute fluently and make reasonable estimates Grade Level Standard 2007 ontent Standard Rating Map? MA.02.E.11 Develop and evaluate strategies for adding and subtracting whole numbers Develop fluency with efficient procedures for adding and subtracting multi-digit whole numbers and understand why the procedures work on the basis of place value and number properties. MA.02.E.12 Apply with fluency sums to 18 and related subtraction facts. MA.02.E.13 Add and subtract pairs of any two-digit numbers. MA.02.E.14 Find the sum of three or more two-digit numbers. MA.02.E.15 Make change for amounts to $ Apply, with fluency, sums to 20 and related subtraction facts Solve multi-digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction Solve multi-digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction Develop fluency with efficient procedures for adding and subtracting multi-digit whole numbers and understand why the procedures work on the basis of place value and number properties Determine the value of mixed collections of coins to $1.00. wr 8 P 7 urriculum should include ordering and comparing coins and values of collections of coins. 8 urriculum should include making change. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
17 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 2 p. 17 of 122 MA.02.E.16 Mentally add or subtract multiples of 10 to and from a number Develop and use efficient strategies for adding and subtracting whole numbers using a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes) and number lines Develop fluency with efficient procedures for adding and subtracting multi-digit whole numbers and understand why the procedures work on the basis of place value and number properties Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved Represent, analyze and extend number patterns using rules that involve multiplication and/or addition (e.g., {3, 6, 9, 12, }, {1, 2, 4, 8, } ). MA.02.E.17 Identify the most efficient operation (add, subtract, multiply, or divide) for solving a problem Develop fluency with efficient procedures for adding and subtracting multi-digit whole numbers and understand why the procedures work on the basis of place value and number properties Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved Apply models of multiplication (e.g., equal-sized groups, arrays, area models, equal jumps on number lines and hundreds charts) and division (e.g., repeated subtraction, partitioning, and sharing) to solve problems Apply increasingly sophisticated strategies based on the number properties (e.g., place value, commutative, associative, distributive, identity, and zero) to solve multiplication and division problems involving basic facts. MA.02.E.18 Estimate number of objects and check reasonableness of answers by counting up to 100 objects Understand and apply base-ten numeration, and count in multiples of one, two, five, ten, and one hundred Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved. P MA.02.E.19 Round one- or twodigit whole numbers to the nearest 10 to estimate sums and differences Select and apply efficient methods to estimate sums and differences or calculate them mentally depending on the numbers and context involved. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
18 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 2 p. 18 of 122 OPERATIONS AND PROPERTIES Understand meanings of operations and how they relate to one another Grade Level Standard 2007 ontent Standard Rating Map? MA.02.E.20 Understand various meanings of addition and subtraction of whole numbers and the relationship between the operations. MA.02.E.21 Use the commutative (4+2)=(2+4) and associative (4+3)+7=4+(3+7) properties of addition to simplify calculations. MA.02.E.22 Describe the effects of adding or subtracting by a whole number. MA.02.E.23 Demonstrate the zero property for addition and subtraction Model part-whole, adding to, taking away from, and comparing situations to develop an understanding of the meanings of addition and subtraction Relate addition and subtraction as inverse operations Solve multi-digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction Use the concept of commutative [4 + 2 = 2 + 4], associative [(4 + 3) + 7 = 4 + (3 + 7)], and identity [0 + 3 = 3] properties of addition to solve problems involving basic facts Apply increasingly sophisticated strategies based on the number properties (e.g., place value, commutative, associative, distributive, identity, and zero) to solve multiplication and division problems involving basic facts Model part-whole, adding to, taking away from, and comparing situations to develop an understanding of the meanings of addition and subtraction Identify, create, extend, and supply a missing element in number patterns involving addition or subtraction by a single-digit number Solve multi-digit whole number problems by applying various meanings (e.g., taking away, and comparing) and models (e.g., combining or separating sets, using number lines, and hundreds charts) of addition and subtraction Develop fluency with efficient procedures for adding and subtracting multi-digit whole numbers and understand why the procedures work on the basis of place value and number properties Use the concept of commutative [4 + 2 = 2 + 4], associative [(4 + 3) + 7 = 4 + (3 + 7)], and identity [0 + 3 = 3] properties of addition to solve problems involving basic facts Select and apply efficient methods to estimate sums and differences or calculate them mentally, depending on the numbers and context involved. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
19 rosswalk A: Oregon Mathematics, 2002 Grade Level Standards to 2007 ontent Standards Grade 2 p. 19 of 122 Statistics and Probability STATISTIS Select and use appropriate statistical methods to analyze data Grade Level Standard 2007 ontent Standard Rating Map? MA.02.SP.01 Identify "most and least" from data sets that contain more than 10 items (e.g., from a bar graph that shows "how many pockets in our clothing" identify by number "the most pockets" and "the least pockets") Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. P OLLET AND DISPLA DATA Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them Grade Level Standard 2007 ontent Standard Rating Map? MA.02.SP.02 Ask and answer simple questions related to tallies, charts, and bar graphs Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. MA.02.SP.03 Record results of probability experiments using tallies or by completing charts Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. P MA.02.SP.04 Represent and interpret data using tally charts and pictographs Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division. Highlighted codes: Green indicates the 2002 standard matches a 2007 standard below grade level. ellow indicates the 2002 standard matches a 2007 standard above grade level. Rating refers to the match of the 2002 standard to a 2007 standard: P: Partial, e.g., 2002 standard may be lower complexity level than 2007; : Partial because above, e.g., 2002 standard exceeds 2007, may encompass 2007 standard; : omplete, e.g., 2002 standard addresses a fundamental skill, concept or central idea of the 2007 standard or may be encompassed by the 2007 standard. Map? is coded (yes) if 2002 standard is covered by the set of 2007 standards; wr (yes, with reservations) if coverage of the 2002 content depends on specific curriculum; or N (no) if the 2002
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,
More informationMathematics 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.
More informationUnit 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
More information1. 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
More informationK-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
More informationMississippi 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
More informationNumerical & 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
More informationK.1 Number and Operations and Algebra: Represent, compare, and order whole numbers, and join and separate sets.
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. K.1.2 Connect numbers, including written numerals,
More informationCounting 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
More informationCommon 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
More informationRoswell 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,
More informationTEKS/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
More informationCalifornia 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
More informationFirst 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,
More informationVirginia 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
More informationROCHESTER COMMUNITY SCHOOL MATHEMATICS SCOPE AND SEQUENCE, K-5 STRAND: NUMERATION
STRAND: NUMERATION Shows one-to-one correspondence for numbers 1-30 using objects and pictures Uses objects and pictures to show numbers 1 to 30 Counts by 1s to 100 Counts by 10s to 100 Counts backwards
More informationTopic: 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
More informationThird 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
More informationVirginia 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
More information3rd Grade Texas Math Crosswalk Document:
New TX Math 3.1(A) apply mathematics to problems arising in everyday life, society, and the workplace; 3.1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan
More informationUnit 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
More informationUnit Map: Grade 3 Math
Place Value 3.3 Number and operations. The student represents and compares whole numbers and understand relationships related to place value. Place Value of Whole Numbers 3.3A compose and decompose numbers
More information1 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
More informationCurriculum 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
More informationAnadarko Public Schools MATH Power Standards
Anadarko Public Schools MATH Power Standards Kindergarten 1. Say the number name sequence forward and backward beginning from a given number within the known sequence (counting on, spiral) 2. Write numbers
More informationGrade 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,
More informationCurriculum Matrix Template. Grade Pre-Teaching Focus Concept Embedded
Curriculum Matrix Template Grade Pre-Teaching Focus Concept Embedded MEASUREMENT & GEOMETRY STANDARDS 3 rd Grade (16 25%) 4 th Grade (12 18%) 5 th Grade (15 23%) 1.1 Choose the appropriate tools and units
More informationMathematics Curriculum Grade 3
3A.Numbers and Operations Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems 3A.1 3A.2 3A.3 Apply place-value concepts and numeration
More information2.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
More informationIntroduction. 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
More informationMathematics Scope & Sequence Grade 3
Mathematics Scope & Sequence Grade 3 Revised: May 10, 2016 Number Sense Place Value 3.2A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds,
More informationCorrelation of Ontario Mathematics 2005 Curriculum to. Addison Wesley Mathematics Makes Sense
Correlation of Ontario Mathematics 2005 Curriculum to Addison Wesley Math Makes Sense 3 Number Sense and Numeration Overall Expectations By the end of Grade 3, students will: read, represent, compare,
More informationName Date Grade Mathematics K
Name Date Grade Mathematics Number Sense & Operations Place value, reading, writing, and representing numbers (K.N.1, K.N.2, 2.N.1, 3.N.1, 3.N.2, 4.N.1, 5.N.2, 6.N.2, 7.N.1, 7.N.2) Powers of ten (Exponents)
More informationSuccessMaker 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
More informationCorrelation of Ontario Mathematics 2005 Curriculum to. Addison Wesley Mathematics Makes Sense
Correlation of Ontario Mathematics 2005 Curriculum to Addison Wesley Math Makes Sense 4 Number Sense and Numeration Overall Expectations By the end of Grade 4, students will: read, represent, compare,
More informationGrade 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:
More informationRussell 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.
More informationCORRELATION SUNSHINE STATE STANDARDS & GRADE LEVEL EXPECTATIONS
SUBMSSON TTLE: Houghton Mifflin MATH 2005 PUBLSHER: Houghton Mifflin Company STRAND: Number Sense, Concepts, and Operations CORRELATON SUNSHNE STATE STANDARDS & EXPECTATONS STANDARD: Standard 1: The student
More informationKentucky State Standards Alignment Kindergarten through Grade Twelve
Kentucky State Standards Alignment Kindergarten through Grade Twelve Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States
More information1 of 5 9/22/2009 11:03 AM Map: Pearson's Math Grade 4 2007-2008 Type: Projected Grade Level: 4 School Year: 2007-2008 Author: Jessica Parrella District/Building: Minisink Valley CSD/Intermediate School
More informationTIPS4Math Grades 4 to 6 Overview Grade 4 Grade 5 Grade 6 Collect, Organize, and Display Primary Data (4+ days)
Collect, Organize, and Display Primary Data (4+ days) Collect, Organize, Display and Interpret Categorical Data (5+ days) 4m88 Collect data by conducting a survey or an experiment to do with the 4m89 Collect
More informationMATHEMATICS 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
More informationCasey 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
More informationRepresent 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
More information3rd 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,
More information1 st Grade Mathematics Learning Targets By Unit
INSTRUCTIONAL UNIT UNIT 1: NUMBERS TO 10 UNIT 2: NUMBER BONDS UNIT 3: ADDITION FACTS TO 10 UNIT 4: FACTS TO 10 UNIT 5: SHAPES AND PATTERNS PA CORE STANDARD ADDRESSED CC.2.1.1.B.1 Extend the counting sequence
More informationSand 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
More informationUnit 2: Collecting and Displaying Data Using Bar and Picture Graphs (1 to 2weeks)
3 rd Grade Curriculum Map for Math Unit 1: Place Value (1 to 2 weeks) how to add and subtract within 1,000 using various strategies how to add and subtract within 1,000 using the standard algorithms how
More informationLevel 4 Students will usually be able to identify models of and/or solve problems involving multiplication and/or division situations; recognize and/o
Grade 3 FCAT 2.0 Mathematics Reporting Category Number: Operations, Problems, and Statistics Students performing at the mastery level of this reporting category will be able to use number concepts and
More informationSuccessMaker 7 Default Math Scope and Sequence
SuccessMaker 7 Default Math Scope Sequence Document last updated August 2014 Copyright 2008-2014 Pearson Education, Inc. or one or more of its direct or indirect affiliates. All rights reserved. Pearson
More informationGRADES P, 1, 2, and 3 BIG IDEAS
Table 1: Strand A: BIG IDEAS: MATH: NUMBER skip counting by 2s, 5s, estimating to the and 10s including nearest multiple of skip counting from 10 various starting points place value to 99 including modeling,
More informationDLM Mathematics Year-End Assessment Model Blueprint for New York State 1
DLM Mathematics Year-End Assessment Model Blueprint for New York State 1 In this document, the blueprint refers to the range of Essential Elements (s) that will be assessed during the spring 2018 assessment
More informationUnderstanding 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
More informationStamford Green Primary School Mathematics Expectations
This document is for use in planning for the teaching of mathematics. These are the basic expectations of what all children in the class will be able to do in mathematics by the end of each school year.
More informationAlaska 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
More informationSECOND 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
More informationCasey 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
More informationTopic: 1-Understanding Addition
10 days /September /October Topic: 1-Understanding Addition Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving
More informationOhio Academic Content Standards for Mathematics Grade Level Indicators Grades K-5
A Correlation of 2009 to the Ohio Academic Content Standards for Mathematics Grade Level Indicators Grades K-5 G/M-235DRAFT 6.6.06 INTRODUCTION This document demonstrates how Investigations in Number,
More informationMATHEMATICS Grade 4 Standard: Number, Number Sense and Operations. Organizing Topic Benchmark Indicator Number and Number Systems
Standard: Number, Number Sense and Operations A. Use place value structure of the base-ten number system to read, write, represent and compare whole numbers and decimals. 2. Use place value structure of
More informationGrade 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,
More informationGroveport 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
More informationCorrelation 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
More informationDLM Mathematics Year-End Assessment Model Blueprint
DLM Mathematics Year-End Assessment Model 2017-18 Blueprint In this document, the blueprint refers to the range of Essential Elements (s) that will be assessed during the spring 2018 assessment window.
More informationQuarter 1-Mid Quarter 1
Domains Learning Goal/ SWBT Numbers and Operations in Base Ten Use place value understanding in properties of operations to perform multi-digit arithmetic. MAFS.3.NBT.1.1 : Use place value understanding
More informationIdaho State Standards Alignment Grades One through Ten
Idaho State Standards Alignment Grades One through Ten Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationEssential 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
More informationMath Curriculum Kearney Public Mission Statement Create an environment that fosters mutual respect Inspire the love of learning Expect Excellence
Math Curriculum Kearney Public Mission Statement Create an environment that fosters mutual respect Inspire the love of learning Expect Excellence from all Kearney Public Schools Math Purpose Statement
More informationCourse 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
More informationSecond 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
More informationPA 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
More informationNorth 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.
More informationMathletics Alignment to TEKS
Mathletics Alignment to TEKS Supported by independent evidence-based research and practice. TEKS ready Powerful reporting Student centered V.16092015 Content Kindergarten Grade 5 Grade 6 Algebra I Geometry
More informationSOUTH 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
More informationKindergarten Math at TCPS
Kindergarten Math at TCPS By the end of kindergarten students deepen their conceptual understanding of ones and tens. The concepts of number value, addition and subtraction are introduced and integrated
More informationGeorgia 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,
More informationProven to Raise Achievement for Struggling Students Grades 2 12
Nevada State Standards Proven to Raise Achievement for Struggling Students Grades 2 12 RTI tel 800.225.5750 epsbooks.com fax 888.440.2665 Standard 1.0 Grade 2 Numbers, Number Sense, and Computation: To
More informationNumber. Measure. Geometry. Key:
Year R Maths - Key Performance Indicator Can count reliably with numbers from one to 0. Can find one more or one less than a given number. Using quantities or objects, can add or subtract two single digit
More informationAcademic 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
More informationUnit 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
More informationKey Learning for Grade 3
Key Learning for Grade 3 The Ontario Curriculum: Mathematics (2005) Number Sense and Numeration Read, represent, compare and order whole numbers to 1000, and use concrete materials to investigate fractions
More informationNew Hampshire State Standards Alignment Grades One through Twelve
New Hampshire State Standards Alignment Grades One through Twelve Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and
More informationMath Vocabulary Grades PK - 5
Math Vocabulary ades P - 5 P 1 2 3 4 5 < Symbol used to compare two numbers with the lesser number given first > Symbol used to compare two numbers with the greater number given first a. m. The time between
More informationNumber and Operations
K-5 Mathematics Vertical Alignment (GPS) Domain Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade Number and Operations Connect numerals to their quantities Count to 30 Models and number
More informationNumber and Operation Standard #1. Divide multi- digit numbers; solve real- world and mathematical problems using arithmetic.
Number and Operation Standard #1 MN Math Standards Vertical Alignment for Grade 5 Demonstrate mastery of multiplication and division basic facts; multiply multi- digit numbers; solve real- world and mathematical
More informationMathematics Fourth Grade Performance Standards
Mathematics Fourth Grade Performance Standards Strand 1: Number and Operations Content Standard: Students will understand numerical concepts and mathematical operations. Benchmark 1: Understand numbers,
More informationCorrelation of Ontario Mathematics 2005 Curriculum to. Addison Wesley Mathematics Makes Sense
Correlation of Ontario Mathematics 2005 Curriculum to Addison Wesley Math Makes Sense 2 Number Sense and Numeration Overall Expectations By the end of Grade 2, students will: read, represent, compare,
More informationREAD ME FIRST. Investigations 2012 for the Common Core State Standards A focused, comprehensive, and cohesive program for grades K-5
READ ME FIRST Investigations 2012 for the Common Core State Standards A focused, comprehensive, and cohesive program for grades K-5 In updating Investigations 2 nd edition to encompass the Common Core
More informationMOUNTAIN 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
More informationMississippi State Standards Alignment Grades One through Twelve
Mississippi State Standards Alignment Grades One through Twelve Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationDLM Mathematics Year-End Assessment Model Blueprint
DLM Mathematics Year-End Assessment Model 2018-19 Blueprint In this document, the blueprint refers to the range of Essential Elements (s) that will be assessed during the spring 2019 assessment window.
More informationScott Foresman Investigations in Number, Data, and Space Content Scope & Sequence
Scott Foresman Investigations in Number, Data, and Space Content Scope & Sequence Correlated to Academic Language Notebooks The Language of Math Grade 4 Content Scope & Sequence Unit 1: Factors, Multiples,
More informationGateway Regional School District VERTICAL ARTICULATION OF MATHEMATICS STANDARDS Grades K-4
NUMBER SENSE & OPERATIONS K.N.1 Count by ones to at least 20. When you count, the last number word you say tells the number of items in the set. Counting a set of objects in a different order does not
More informationMOUNTAIN VIEW SCHOOL DISTRICT
MOUNTAIN VIEW SCHOOL DISTRICT THIRD GRADE MATH 3.OA.1 Represent and solve problems involving multiplication and division. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
More informationKINDERGARTEN 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
More informationMinnesota 4 th Grade 2007 Math Strands & Standards
Minnesota 4 th Grade 2007 Math Strands & Standards Number & Operation Algebra Geometry & Measurement Demonstrate mastery of multiplication and division basic facts; multiply multi-digit numbers; solve
More informationLesson 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
More informationDiocese 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
More informationDistrict of Columbia State Standards Alignment Grades One through Twelve
District of Columbia State Standards Alignment Grades One through Twelve Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States
More informationCVCSD 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
More information