# Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 2

Size: px
Start display at page:

Transcription

1 Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 2

3 Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2 know from memory all sums of two one-digit numbers. Use mental strategies for adding and subtracting. Use part-whole relationships. Add and subtract fluently within 10. How compensation works. Addition and subtraction using place value. Ten 1s makes a bundle called a 10. Add fluently within 20 using mental strategies. Subtract fluently within 20 using mental strategies. Memorize the sums of onedigit numbers. Find sums by making 10 when adding. September 2016 Page 2 of 27

4 Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 2.OA.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 2 s; write an equation to express an even number as a sum of two equal addends. Write an equation or number sentence. Add numbers to 20. Some numbers can be divided into two equal parts (even numbers) and some cannot (odd numbers). Even numbers, when modeled, will each have a pair. Odd numbers, when modeled, will have one object without a pair. Tell if a number is even or odd. Count by twos. Determine if a group of objects is even or odd. Create an equation that shows an even number as a sum of doubles. September 2016 Page 3 of 27

6 Numbers and Operation in Base Ten Understand place value 2.NBT.1 Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Model place value of ones, tens, and hundreds. Recognize the value of a digit. Use two-digit numbers represent tens and ones. Make a bundle of 10 ones. Know the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens and 0 ones. Ten ones is equal to 1 ten. A bundle of 10 tens equals a hundred. Place value is foundational to all other mathematics. Place value shows the value of digits. Read a three-digit number. Understand the values in each place of the threedigit number. Create a three-digit number using place-value models. Exchange ten tens for a hundred. September 2016 Page 5 of 27

7 Numbers and Operation in Base Ten Understand place value 2.NBT.2 Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skipcount by 10s, and 100s starting at any number. Find numbers that are a given number more than or less than a number helps to understand the size and order of numbers. Count to 120. Counting to nickels. Counting to dimes. Skip counting is a predictable pattern of counting. Skip counting is a repeated pattern. How to use or create a number line or chart to model skip counting. When counting by a number, you don t say the numbers in between. Counting and place-value patterns can be seen on a hundreds charts. Skip counting by 10 s will affect the tens place. Skip counting by 100 s will affect the hundreds place. Use a hundreds chart to help describe the position of a number in relation to another number. Identify and apply number patterns. Identify the number that comes next in a given pattern. Solve problems by finding number patterns. Continue a skip counting pattern. September 2016 Page 6 of 27

8 Numbers and Operation in Base Ten Understand place value 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Know numbers greater than 20 use a hyphen when written out in word form (e.g., twenty-one). Use the place-value system. Read and write numerals to 120. Numbers can be used to tell how many. Some numbers can be written by joining number words. The relationship between base ten and place value. Expanded form is based on breaking the number down by place value. A number can be written in multiple ways, but have the same value. Read and write number words for numbers Identify and record threedigit numbers in expanded form, standard form, and number word form. Model three-digit numbers using base ten. September 2016 Page 7 of 27

9 Numbers and Operation in Base Ten Understand place value 2.NBT.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, < symbols to record the results of comparisons. Comparing two-digit numbers. Counting to 120 Place value can be used to compare and order numbers. Comparing numbers is similar to ordering numbers. The symbols <, >, and = are used to compare two numbers. Compare numbers with the symbols <, >, or =. Order numbers from least to greatest and greatest to least. Use place value to compare numbers. September 2016 Page 8 of 27

11 Numbers and Operation in Base Ten Use place value understanding and properties of operations to add and subtract 2.NBT.6 Add up to four twodigit numbers using strategies based on place value and properties of operations. Know basic addition facts. Use knowledge of place-value concepts. Use the commutative (order) and associative (grouped) properties. Model addition. Regroup. Three- and four two-digit numbers can be grouped and added in any order. Addition means combining numbers. The value of digits change depending on what place they are in. Add 2 four-digit numbers Add 3 four-digit numbers. Add 4 four-digit numbers. September 2016 Page 10 of 27

13 Numbers and Operation in Base Ten Understand place value understanding and properties of operations to add and subtract 2.NBT.8 Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number Know basic facts and placevalue concepts are used to find the sums and differences for groups of tens and hundreds mentally. Mentally add and subtract single-digit numbers. Find 10 more or 10 less than a number mentally. Adding or subtracting hundreds or tens is similar to adding or subtracting singledigit numbers. When the place value is 0, the number being added to or subtracted from will stay the same.. Adding or subtracting 10 from a number, the ones digit stays the same. Adding or subtracting 100 to a number, the tens and ones stay the same. Add and subtract 10 and 100 to and from two-digit numbers using mental math. Add and subtract 10 or 100 to and from three-digit numbers using mental math. September 2016 Page 12 of 27

14 Numbers and Operation in Base Ten Use place value understanding and properties of operations to add and subtract 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Use the base-ten system using 10 ones to regroup for a ten, 10 tens to regroup for a hundred. Use place value to show regrouping actually involves an exchange of objects. Use properties of operations. The properties for operations. The place-value system. Addition and subtraction are opposites. Composing and decomposing numbers. Use models to add and subtract using place value and explain the process of composing and decomposing numbers with and without regrouping. Use pictures to add and subtract using place value and explain the process of composing and decomposing numbers with and without regrouping. Use algorithms to add and subtract using place value and explain the process of composing and decomposing numbers with and without regrouping. September 2016 Page 13 of 27

15 MEASUREMENT AND DATA Measure and estimate lengths in standard units 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Identify an attribute, such as length or weight, of the object being measured. How to count the number of units contained in the object to be measured. How to line up the item to be measured with a ruler on the zero. How to measure in whole number lengths. The length of objects is measurable. A standard unit, such as an inch or centimeter, is always the same length. The length spans from one end of an object to the other. Measurement is the iteration of a unit. How to read a ruler is similar to a number line Measure different lengths. Measure using different tools. Choose the appropriate tool for measurement. Measure items in different units. Measure accurately and reasonably quickly. September 2016 Page 14 of 27

16 MEASUREMENT AND DATA Measure and estimate lengths in standard units 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Measure length. Measure using different units. How to discuss differences in length and units. Measurement is a process of comparing a unit to the object being measured. The length of any object can be used as a measurement unit for length. Objects can be measured using more than one unit. Use different units to measure objects. The longer an object is the greater the number of units there will be. The smaller the unit is the greater number of units there will be. Measure the same object with different units. Discuss the similarities and differences in the measurements. Discuss how the different lengths of objects compare to the different units of measure. September 2016 Page 15 of 27

17 MEASUREMENT AND DATA Measure and estimate lengths in standard units 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. Measure in whole numbers. Compare the lengths of two objects. The approximate size of inches, feet, centimeters, and meters. Estimate is the word used that means about or an educated guess. When you don t have a tool to measure exact length, you can estimate. You can use objects similar to units of measurement to make estimates (e.g., thumb). A process of estimation and why it is useful. Estimate and measure lengths using units of inches or feet. centimeters, and meters. Estimate using objects similar to units for measurement. Measure using appropriate tools after they estimate and compare. September 2016 Page 16 of 27

18 MEASUREMENT AND DATA Measure and estimate lengths in standard units 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Subtract numbers. Measure. Count up to find the difference. Compare lengths indirectly, using a third object. The length of two objects can be compared. The length of two objects can be measured visually. When measuring two objects, measure both objects in the same unit to determine difference in length unit. Determine which length is longer. Determine which length is shorter. Measure to compare length and express the length difference in a standard length unit. Determine the differences in measurement. September 2016 Page 17 of 27

19 MEASUREMENT AND DATA Related addition and subtraction to length 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Use regrouping. Add and subtract one and two digit numbers. Compare numbers based on the number of tens and ones. Solve word problems. Measurements in the same unit can be added or subtracted in the same way as adding and subtracting whole numbers. The unit needs to be written with the sum or difference. Adding is similar to continuing iteration. When you have a missing number in an equation, you can use a symbol. Use addition and subtraction to solve measurement word problems. Use drawings to model word problems. Use symbols for unknowns, when writing equations for word problems. September 2016 Page 18 of 27

20 MEASUREMENT AND DATA Relate addition and subtraction to length 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,, and represent whole number sums and differences within 100 on a number line diagram. How to model addition on a number line. How to model subtraction on a number line. Count to 100. Addition and subtraction. Sums can be represented as lengths on a number line. Differences can be represented as lengths on a number line. Number lines can be models or diagrams of addition and subtraction. Use a number line to model one- and two-digit addition. Use a number line to model one- and two-digit subtraction. September 2016 Page 19 of 27

21 MEASUREMENT AND DATA Work with time and money 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Counting by 5s. How to count on from a given number. Count on from a given number by 5s. Count nickels. Tell and write time in hours and half hours on an analog and digital clock. Time can be given to the nearest 5 minutes. Time can be expressed before or after the hour. Numerals on an analog clock face are in increments of 5 minutes. The long hand represents the minute on an analog clock. On a digital clock, the number to the left of the colon is the hour; the one to the right of the colon is the minute. A.M. is before noon. P.M. is after noon Tell and write time from a digital and/or analog clock. Write the time to the nearest 5 minutes and use a.m. or p.m. September 2016 Page 20 of 27

22 MEASUREMENT AND DATA Work with time and money 2.MD.8a Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Adding two-digit numbers is the same as adding cents except for cent symbol or the decimal and dollar sign. Subtracting two-digit numbers is the same as subtracting cents except for adding either the cent symbol or dollar sign and decimal point. Identify the value of all U.S. coins. Count U.S. coins up to \$1.00. Each coin has a unique value. The size of the coin does not indicate its value. The same amount of money can be represented using different combinations of coins and bills. The relationship between place value and money. Identify the value of dollar bills and coins. Add and subtract coins and bills to find the total value. Add and subtract different values of coins together. Solve word problems using money. September 2016 Page 21 of 27

23 MEASUREMENT AND DATA Work with time and money 2.MD.8b Fluently use a calendar to answer simple real world problems such as How many weeks are in a year? or James gets \$5 allowance every 2 months, how much money will he have at the end of each year? Know there are 7 days in a week. Know the names of the days of the week. Identify the days of the week on a calendar. Identify the number of weeks in each month. Know the names of the months. Not every month has the same number of weeks. Not every month has the same number of days. A week doesn t always begin on Sunday. Answer recall questions about increments of time on a calendar. Use a calendar to solve word problems. September 2016 Page 22 of 27

24 MEASUREMENT AND DATA Represent and interpret data 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. Organize data. A line plot can be used as a visual representation of the relative lengths of objects. A table is one way to organize data. The objects that are the longest are farthest right on the line plot. The objects that are the shortest in length are the least value on the line plot. How to organize a line plot. How to measure objects. Make a line plot. How to graph on a line plot. September 2016 Page 23 of 27

25 MEASUREMENT AND DATA Represent and interpret data 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Making graphs provides an opportunity to count, compare, add, subtract, sequence, and classify data. Drawing a model to represent a situation. Adding and subtracting. Data can be organized in different ways. The type of data can determine the best graph to be used to represent it. Picture graphs and bar graphs make it easy to compare data. A symbol represents the data. Graphs can represent numerical data. Represent a set of data in a picture graph and in a bar graph. Draw and use pictographs to solve problems. Solve simple addition and subtraction problems regarding the graph data. Solve comparison problems regarding the graph data. September 2016 Page 24 of 27

26 Geometry Reason with shapes and their attributes 2.G.1 Recognize and draw shapes having specified attributes, such as given number of angles or given number of equal faces. 5 Identify quadrilaterals, pentagons, hexagons, and cubes. 5 Sizes are compared directly or visually, not compared by measuring. Know the names and faces of objects (e.g. rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles). Know the names of three-dimensional shapes (e.g., cubes, right rectangular prisms, circular cones, circular cylinders.) Combine shapes to make new shapes. Decompose shapes into other shapes. Build and draw shapes. The difference between two- and threedimensional shapes. A shape can be identified by the number of sides, vertices, or angles. Three-dimensional or solid figures have a length, width, and height. A student should be able to Recognize and draw twodimensional shapes based on specific attributes. Recognize and draw three-dimensional shapes based on specific attributes. Describe the attributes of shapes. Identify the number of sides, angles, and vertices. Identify triangle, quadrilateral, pentagon, hexagon, and cubes based on attributes. September 2016 Page 25 of 27

27 Geometry Reason with shapes and their attributes 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Partition rectangles into equal squares. Know rows horizontal. Know columns vertical. Partitioning rectangles and describing as halves, fourths, and quarters. Counting. When you add rows and columns, you get a sum. You can divide rectangles up into smaller equal shares. You can partition in more parts than halves, fourths, and quarters. Decomposing into equal shares. The connection between geometry and measurement is finding the area of a rectangle. Divide a rectangle into equal rows and columns, and count the total number of squares. September 2016 Page 26 of 27

28 Geometry Reason with shapes and their attributes 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words, halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Know the concept of equal parts. Know the meaning of half. Decompose into equal shares makes smaller shares. Model draw to make fractions that represent them. The equal-sized parts have the same area but do not necessarily have the same shape. Naming of equal parts of a whole using terminology mentioned in the standard (e.g., halves, thirds, half of, a third of). Describe the terms: halves, thirds, half of, a third of, fourths, etc. Identify equal shares. Divide circles and rectangles into two, three, or four equal shares. Demonstrate that equal shares of identical wholes do not need to have the same shape. Partition shapes in equal shares that do and do not have the same shape. September 2016 Page 27 of 27

### 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,

### 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.

### 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.

### 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

### 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

### Investigations in Number, Data, and Space for the Common Core 2012

A Correlation of Investigations in Number, Data, and Space for the Common Core 2012 to the Common Core State s with California Additions s Map Grade 2 Mathematics Common Core State s with California Additions

### HOUGHTON MIFFLIN HARCOURT Go Math! SADLIER Common Core Progress Mathematics. Common Core State Standards for Mathematics.

HOUGHTON MIFFLIN HARCOURT Go Math! SADLIER Common Core Progress Mathematics Common Core State Standards for Mathematics Grade 2 Crosswalk 1. Number Concepts 2 2. Numbers to 1,000 2 3. Basic Facts and Relationships

### Grade 2 Yearlong Mathematics Map

Grade 2 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: Performance Series, District Benchmark Assessments Common Core State Standards Standards for Mathematical Practice:

### SECOND GRADE Mathematic Standards for the Archdiocese of Detroit

SECOND GRADE Mathematic Standards for the Archdiocese of Detroit Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 2.OA. A. 1 Use addition and subtraction

### 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

### 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 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

### 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

### Operations and Algebraic Thinking (OA) Represent and solve problems involving. addition and subtraction. 2.OA.A. Add and Subtract within 2.OA.B 30.

Operations and Algebraic Thinking (OA) 2.OA.B Add and Subtract within 30. 2.OA.A Represent and solve problems involving addition and subtraction. Cluster Domain Standards 1 st 2 nd 3 rd 4 th 2.OA.A.1 Use

### Monroe County School District Elementary Pacing Guide

Date Taught: Second Grade Unit 1: Numbers and Operations in Base Ten Timeline: August Fall Break CMA: October 6-7 M.NO.2.1 Understand that the three digits of a three-digit number represent amounts of

### 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

### Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards

1 Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards OPERATIONS AND ALGEBRAIC THINKING 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems

### Common Core Math Standards Grade 2

Standards Code: OA=Operations and Algebraic Thinking, NBT=Number and Operations in Base 10, MD=Measurements and Data, G=Geometry, NF=Number and Operations-Fractions, RP=Rations and Proportional Relationships,

### 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

### 2nd Grade Math Standards Learning Targets

Standards Learning Target(s) Social Studies Skills MGSE2.NBT.1 Understand I can understand that the three digits of a three-digit Understand that the three digits of a number represent amounts of hundreds.

### Grade 2 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,

### Understanding Addition and Subtraction Strategies Unit

Understanding Addition and Subtraction Strategies Unit PA EC: M3.D.1.1.1 E: Extend or find a missing element in a pattern of numbers. *Pattern must show 3 repetitions *When multiples are used limit to

### 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

### 2.NS.2: Read and write whole numbers up to 1,000. Use words models, standard for whole numbers up to 1,000.

UNIT/TIME FRAME STANDARDS I-STEP TEST PREP UNIT 1 Counting (20 days) 2.NS.1: Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number. 2.NS.5: Determine whether a group

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

### Diocese of Erie Mathematics Curriculum First Grade August 2012

Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction 1 1. Use addition within 20 to solve word x+4=10; 4+3=x; 7+x=12 problems involving situations of adding

### 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

### 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

### 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

### Common Core Standards for Mathematics. Grade 1. Operations and Algebraic Thinking Date Taught

Common Core Standards for Mathematics Operations and Algebraic Thinking Taught Retaught Reviewed Assessed Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction

### 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.

### 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

### 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

### 2.N.2.1 Use the relationship between addition and subtraction to generate basic facts up to 20.

1-6 2.A.1.1 Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. 2.N.2.1 Use the relationship

### 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

/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

### 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

### 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

### 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.

### Correlation of Mathematics Florida Standards (MAFS) to i-ready Diagnostic & Instruction Mathematics Lessons

Correlation of to i-ready Diagnostic & Instruction Mathematics Lessons Grade K MAFS.K.CC.1.1 Count to 100 by ones... Counting and Ordering to 100 MAFS.K.CC.1.1 Count to 100 by ones and by tens. Counting

### 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

### 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

### 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

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

### 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

### 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

### 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

### 1.OA.1. 1.OA.2 MP: Make sense of problems and persevere in solving them MP: Model with mathematics. Common Core Institute

Operations and Cluster: Represent and solve problems involving addition and subtraction. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking

### Unit Maps: Grade 2 Math

Place Value and Comparing Numbers 2.3 Place value. The student understands how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the

### 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

### MOUNTAIN VIEW SCHOOL DISTRICT

MOUNTAIN VIEW SCHOOL DISTRICT FIRST GRADE MATH 1.OA.1 Represent and solve problems involving addition and subtraction. Use addition and subtraction within 20 to solve word problems involving situations

### 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

### 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

### 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

### School District of Marshfield Mathematics Standards

MATHEMATICS Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry Operations and Algebraic Thinking Represent and Solve Problems

### Grade 2 I Can Math Statements

Grade 2 I Can Math Statements Operations and Algebraic Thinking 2.OA.1 I can solve one- and two-step addition and subtraction word problems within 100. Visualize Retell Think Share Your Strategies More

### SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS

SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade K SERIES YABISÍ (SANTILLANA USA) KINDER

### Gateway 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

### 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

### Kindergarten 5 th Grade Alignment/Comparison of Standards

Kindergarten 5 th Grade Alignment/Comparison of Standards This document was developed based on the 2007 SC Academic Standards for Mathematics (2207) which are shown below in the left-hand column. The content

MA Adopted Standard Grade Evidence of Student Attainment Kindergarten Math [K.CC.1] Count to 100 by ones and by tens. K Students: ~Use the pattern and regularity in the counting sequence to orally count

### 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,

### 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

### Sand Springs Public Schools 3rd Grade Math Common Core State Standards

1 st Six Weeks Patterns and Relationships Algebraic Reasoning: Patters and Re la tio n s h ip s The student will use a variety of problem-solving approaches to extend and create patterns. A 1.1 Describe

### 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

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

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,

### Mathematics Correlation: Kindergarten

Mathematics Correlation: Kindergarten Standard Theme Standard Classroom Suite Templates Counting and Cardinality Know number names and the count sequence - Count to 100 by ones and by tens - Count forward

### 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

### 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,

### Alignments to SuccessMaker. Providing rigorous intervention for K-8 learners with unparalleled precision

Alignments to SuccessMaker Providing rigorous intervention for K-8 learners with unparalleled precision 1.OA 1.OA.A 1.OA.A.1 1.OA.A.2 Tennessee Standards 2016, Operations and Algebraic Thinking Represent

### 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,

### Common Core Math Curriculum Map

Module 1 - Math Test: 12/13/2013 Reason with shapes and their attributes 1.G.1 1.G.2 * 1.G.3 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes

### Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 3

Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 3 Operations and Algebraic Thinking Represent and solve problems involving multiplication and division 3.OA.1

### 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):

### Virginia State Standards Alignments for Mathematics. Providing rigorous mathematics intervention for K-8 learners with unparalleled precision

Virginia State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.1 The student, given two sets, each containing 10 or fewer

### SuccessMaker Virginia State Standards Alignments for Mathematics

SuccessMaker Virginia State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.1 The student, given two sets, each containing

Number Sense 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NS.2: Understand

### 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

### 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

### Virginia Grade Level Alternative Worksheet

Grade 3 Mathematics Student's Name: Check all that apply: Assigned scores have been entered into the online VGLA System. State Testing Identifier: Assigned scores have been verified and submitted for final

### Numerical & Proportional Reasoning: Place Value Patterns & Equivalent Forms Kindergarten Grade 2 Grades 3-5

Numerical & Proportional Reasoning: Place Value Patterns & Equivalent Forms 2.1 Numbers and words can be used to count and represent quantities or position. The position of a digit in any number determines

### DLM 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

### Curriculum at a Glance Kindergarten- Grade 5

Curriculum at a Glance Kindergarten- Grade 5 Students learn to reason and communicate, be problem-solvers, value mathematics and feel confident in their ability to apply concepts and skills. Creating such

### Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 4

Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 4 Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems 4.OA.1

### The School District of Palm Beach County 3 rd Grade Mathematics Scope st Trimester

1 st Trimester Measurement and Data (MD) MD.2.3 MD.2.4 Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step

Standard: 3. Data Analysis, Statistics, and Probability! Solve problems and make decisions that depend on understanding, explaining, and quantifying the variability in data 1. Visual displays of information

### 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

### KASC Core Academic Standards Checklist

User's Name: Date: Purpose: K.CC.1 KASC Core Academic Standards Checklist Elementary Mathmatics Use the columns to track any curriculum issue you are considering. For instance, you might list the marking

### Week 1 Week 2 Week 3 Week Know number names and the count sequence. K.CC.1. Count to 100 by ones and by tens.

Kindergarten Year Long Week 1 Week 2 Week 3 Week 4 1 2 Know number names and the count sequence. K.CC.1. Count to 100 by ones and by tens. Know number names and the count sequence. K.CC.2. Count forward

### DLM 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.

### CCSS Standard. CMSD Dynamic Pacing Guide 3 rd Grade Math I Can Statements + Introduced and Assessed Introduced First Nine Weeks

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter

### Anadarko 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

### Math 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

### Ballston Spa Central School District The Common Core State Standards in Our Schools. Third Grade Math

1 Ballston Spa Central School District The Common Core State s in Our Schools Third Grade Math Operations and Algebraic Thinking Represent and solve problems involving multiplication and division 3.OA.1.Interpret