1st Grade Math Curriculum Map

Size: px
Start display at page:

Download "1st Grade Math Curriculum Map"

Transcription

1 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 comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Required: NC DPI Math Formative 1.OA Task 3b 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 numeral. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. 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). 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Required: NC DPI Math Formative 1.NBT Task 2b 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Required: NC DPI Math Formative 1.MD Task 1a 1

2 I Can Statements of the Standards - Quarter 1 Dates Taught (For Teacher Use) I can use strategies to solve addition and subtraction word problems within 10 (20). adding to and/or taking from putting together and/or taking apart and comparing with an unknown number. I can use objects, drawings and equations to solve addition and subtraction word problems. I can count forward to 120. I can count backwards from 50, 100,120. I can count forward or backward starting at any number between 0 and 120. I can read and write numbers in any order to 50, 100, 120. I can count objects and write the correct number I can compare numbers using <, > or =. I can compare numbers using greater than, less than and equal to signs.. I can put objects in order by length. I can measure the length of an object by using classroom tools. 2

3 Standards Quarter 2 Standards to Spiral Dates Taught/ Spiraled (For Teacher Use) 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknownaddend problem. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 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 comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Required: NC DPI Math Formative 1.OA Task 11b 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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 numeral. 1.NBT.2 Understand that the two 3

4 Required: NC DPI Math Formative 1.NBT Task 4a digits of a two-digit number represent amounts of tens and ones. 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. 1.G.2 Compose two-dimensional shapes (rectangles, squares,trapezoids, triangles, half circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Required: NC DPI Math Formative 1.G Task 2 4

5 I Can Statements of the Standards - Quarter 2 Dates Taught (For Teacher Use) I can solve word problems using three whole numbers. I can use objects, drawings, and number sentences to solve addition word problems. I can apply strategies to solve addition and subtraction problems. I can solve the subtraction problem finding the unknown. I can count on to add. I can count back to subtract. I can add fluently using different strategies. I can subtract fluently using different strategies. I can explain what the equal sign means. I can show or explain if equations are true or false. I can compare numbers using <, > or =. I can compare numbers using greater than, less than and equal to signs. I can describe the attributes of triangles, squares, rectangles and trapezoids. I can build and draw a triangle, square, rectangle and trapezoid. I can create two dimensional shapes and compose new shapes. I can create three dimensional shapes and compose new shapes. 5

6 Standards Quarter 3 Standards to Spiral Dates Taught/ Spiraled (For Teacher Use) 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Required: NC DPI Math Formative 1.NBT Tasks 3a & 5a 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 comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknownaddend problem. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 6

7 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Required: NC DPI Math Formative 1.MD Tasks 2a, 3a, & 4b 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 numeral. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 7

8 I Can Statements of the Standards - Quarter 3 Dates Taught I can compare numbers using <, > or =. I can compare numbers using greater than, less than and equal to signs. I can tell time in hours using analog clocks. I can tell time in hours using digital clocks. I can tell time in half-hours using analog clocks. I can tell time in half hours using digital clocks. I can correctly put data on a chart or graph. I can ask questions about the data on the chart or graph. 8

9 Standards Quarter 4 Standards to Spiral Dates Taught/ Spiraled (For Teacher Use) Required: NC DPI Math Formative 1.OA Task 12b 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 comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknownaddend problem. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 9

10 Required: NC DPI Math Formative 1.NBT Tasks 3d & 4b 1.NBT.4 Add within 100, including adding a twodigit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. 10

11 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Required: NC DPI Math Formative 1.G Task 3b 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 11

12 I Can Statements of the Standards - Quarter 4 Dates Taught (For Teacher Use) I can add with unknown numbers. I can add with three whole numbers with a sum less than 20. I can subtract with unknown numbers. I can add and subtract by counting on. I can find out if equations are true or false. I can add within 100 using drawings, place value materials, and equations. I can subtract using groups of 10. I can order and compare lengths of objects. I can use shorter objects to measure longer objects. I can separate circles into two or four equal parts. I can separate rectangles into two or four equal parts. 12

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

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

More information

Diocese of Erie Mathematics Curriculum First Grade August 2012

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

More information

First Grade - Math. Trimester 1: Trimester 2: Trimester 3:

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

More information

HVRSD Standards-Based Report Card Correlations for Math. Grade 1

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

More information

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

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

More information

Grade 1 Mathematics Curriculum Map

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

More information

First Grade Math Map

First Grade Math Map First Grade Math Map Standard Quarter 1 Quarter 2 Quarter 3 Quarter 4 Represent and solve problems involving addition and subtraction 1.OA.1 Explore addition and subtraction within (0-10) to solve word

More information

1.OA.1. 1.OA.3: Apply properties of operations as strategies to add and subtract. 1.OA.3

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):

More information

Represent and solve problems involving addition and subtraction

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

More information

Common Core Math Curriculum Map

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

More information

School District of Marshfield Mathematics Standards

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

More information

Monroe County School District Elementary Pacing Guide

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,

More information

Casey County Schools- 1 st Grade Math Curriculum Map

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

More information

1 st Grade Math Curriculum Crosswalk

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

More information

Topic: 1-Understanding Addition

Topic: 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 information

California Common Core State Standards Comparison - FIRST GRADE

California Common Core State Standards Comparison - FIRST GRADE 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. Standards

More information

MOUNTAIN VIEW SCHOOL DISTRICT

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

More information

CVCSD First Grade Curriculum Map

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

More information

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 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

More information

Colorado Academic Standards Revised: December 2010 Page 4 of 157

Colorado Academic Standards Revised: December 2010 Page 4 of 157 Standard: 3. Data Analysis, Statistics, and Probability! Solve problems and make decisions that depend on understanding, explaining, and quantifying the variability in data 1. Visual displays of information

More information

Georgia Department of Education

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,

More information

First Grade Mathematics 2016

First Grade Mathematics 2016 Number Sense 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NS.2: Understand

More information

the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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

More information

Topic: 1-One to Five

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

More information

Standards for Mathematics: Grade 1

Standards for Mathematics: Grade 1 Standards for Mathematics: Grade 1 In Grade 1, instructional time should focus on four critical areas: 1. developing understanding of addition, subtraction, and strategies for addition and subtraction

More information

Add and subtract within 20.

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,

More information

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

Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 2 Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 2 Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 2.OA.1

More information

2nd GRADE-Math Year at a Glance

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

More information

KINDERGARTEN MATHEMATICS Highlighted quarters represent mastery expected CCSS Q1 Q2 Q3 Q4

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

More information

Russell County Schools Grade 2 Math Pacing

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.

More information

Kindergarten CCSS Alignments to the Dimensions Math Series Singapore Math Inc.

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

More information

Casey County Schools- 2 nd Grade Math Curriculum Map

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

More information

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.

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

More information

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 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 information

Elementary Overview Summary of Major Revisions Across K 5

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

More information

Unit Maps: Grade 1 Math

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

More information

2nd Grade Iowa Core - I Cans...

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.

More information

1 (Related to endof-year. standard) Use addition and subtraction within 100 to solve one-step and twostep. Uses addition

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

More information

North Carolina Standard Course of Study Kindergarten Mathematics

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.

More information

Grade 2 Yearlong Mathematics Map

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:

More information

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. 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 information

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. 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

More information

FIRSTGRADE. Common Core State Standards

FIRSTGRADE. Common Core State Standards FIRSTGRADE Common Core State Standards INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were fi rst published in 1975. Innovative Learning Concepts Inc. s publications may not

More information

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

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

More information

Simpson Elementary School Curriculum Prioritization and Mapping 2nd Grade Math - Revised 6/2014

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

More information

COPYRIGHT. My Teachers Pay Teachers Store

COPYRIGHT. My Teachers Pay Teachers Store COPYRIGHT Copyright 2014 EAK Common Core Galore & More TeacherspayTeachers All rights reserved by author. Permission to copy for single classroom use only. Please feel free to direct those who would like

More information

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 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.

More information

The Common Core Learning Standards Aligned to A Story of Units

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

More information

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

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

More information

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

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

More information

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

More information

Grade 1 Report Card. Rubrics Mathematics

Grade 1 Report Card. Rubrics Mathematics Operations and Algebraic Thinking Grade Report Card Rubrics Mathematics Standard: Demonstrates multiple strategies to fluently add and subtract within 0 (including but not limited to: counting on and making

More information

Grade 2 Mathematics Curriculum Map

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

More information

2nd Grade Math Standards Learning Targets

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.

More information

Common Core Math Standards Grade 2

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,

More information

Monroe County School District Elementary Pacing Guide

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

More information

Introduction. Alignment Tools Alignment to Math Content Standards

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

More information

Common Core State Standards - Standards for Mathematical Practice

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

More information

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

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

More information

SECOND GRADE Mathematic Standards for the Archdiocese of Detroit

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

More information

MA Adopted Standard Grade Evidence of Student Attainment Kindergarten Math

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

More information

K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations

K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations Missouri Department of Elementary and Secondary Education Spring 06 Number Sense NS Kindergarten Grade Grade Grade 3 Grade 4 Grade

More information

The School District of Palm Beach County Kindergarten Mathematics Scope st Trimester

The School District of Palm Beach County Kindergarten Mathematics Scope st Trimester 1 st Trimester Counting and Cardinality (CC) Know number names and the count sequence. CC.1.3 CC.2.4 CC.2.5 Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20

More information

Mathematics Correlation: Kindergarten

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

More information

KASC Core Academic Standards Checklist

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

More information

Understanding Addition and Subtraction Strategies Unit

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

More information

Grade 2 Math Maps 2010

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,

More information

Anadarko Public Schools MATH Power Standards

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

More information

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) 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

More information

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.

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

More information

Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 1

Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 1 Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 1 : academic vocabulary directly taken from the standard STANDARD 1.2(C) use objects, pictures, and expanded and standard forms to represent numbers

More information

Common Core State Standards Mathematics (Subset K-5 Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base 10)

Common Core State Standards Mathematics (Subset K-5 Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base 10) Kindergarten 1 Common Core State Standards Mathematics (Subset K-5 Counting and Cardinality,, Number and Operations in Base 10) Kindergarten Counting and Cardinality Know number names and the count sequence.

More information

Grade 2 I Can Math Statements

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

More information

Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Kindergarten - DRAFT

Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Kindergarten - DRAFT Common Core State Standards Crosswalk to Missouri s/cles for Mathematics Kindergarten - Domain CCSS Clusters of Standards Missouri v2.0 /CLE Counting and Cardinality (CC) Know number names and the count

More information

Third Grade Math: I Can Statements

Third Grade Math: I Can Statements Third Grade Math: I Can Statements Processes, Content Statements & Expectations (Disciplinary Knowledge) Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and

More information

TEKS/STAAR Connections 2014 Grade 1 Grade 2

TEKS/STAAR Connections 2014 Grade 1 Grade 2 /STAAR Connections 2014 Grade 1 Grade 2 Place Value Place Value 2A Recognize instantly the quantity of structured arrangements. 2B Use concrete and pictorial models to compose and 2A Use concrete and pictorial

More information

Unit Maps: Grade 2 Math

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

More information

3 RD GRADE MATH-COMMON CORE PACING GUIDE 1ST 9 WEEKS Standard I Can Statements Date

3 RD GRADE MATH-COMMON CORE PACING GUIDE 1ST 9 WEEKS Standard I Can Statements Date 3 RD GRADE MATH-COMMON CORE PACING GUIDE 1ST 9 WEEKS 2013-2014 Standard I Can Statements Date Taught Operations and Algebraic Thinking (OA) 3.OA.1. Interpret products of whole numbers, e.g., interpret

More information

3teacherchicks.blogspot.com

3teacherchicks.blogspot.com Represent and solve problems involving multiplication and division. 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example,

More information

Mathematics Kindergarten

Mathematics Kindergarten Mathematics Kindergarten In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, & operating on whole numbers, initially with sets of objects; (2) describing

More information

Kindergarten Math: I Can Statements

Kindergarten Math: I Can Statements Kindergarten Math: I Can Statements Processes, Content Statements & Expectations (Disciplinary Knowledge) I Can Student Statements I Can Teacher Statements Counting and Cardinality Known number names and

More information

K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral (1-20). Write numbers to 20.

K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral (1-20). Write numbers to 20. COUNTING & CARDINALITY NAME: K.CC.1 Count to 100 by ones and by tens. See individual assessment. K.CC.2 Count forward beginning from a given number within the known sequence. See individual assessment.

More information

Use place value. Use place value

Use place value. Use place value New Jersey Student Learning Standards Mathematics Mathematics Overview K-6 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Counting and Cardinality Know number names

More information

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

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

More information

Topic: Topic 1-Numeration

Topic: Topic 1-Numeration Suggested Blocks of Instruction: 10 days /September Use place value understanding and properties of operations to perform multi-digit arithmetic. 3.NBT.1. Use place value understanding to round whole numbers

More information

Addition and Subtraction

Addition and Subtraction PART Looking Back At: Grade Number and Operations 89 Geometry 9 Fractions 94 Measurement 9 Data 9 Number and Operations 96 Geometry 00 Fractions 0 Measurement 02 Data 0 Looking Forward To: Grade Number

More information

Sand Creek Zone Curriculum Map

Sand Creek Zone Curriculum Map Quarter 1 Concept: Add and subtract 0. 3.NBT.2 Fluently add and subtract 0 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

More information

CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE

CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: Cumberland County Elementary School CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Math Grade: Third Benchmark Assessment 1 Instructional Timeline: Weeks

More information

Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: First Quarter. I will count by ones to 10. Introduce (0-10) Ones Tens number

Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: First Quarter. I will count by ones to 10. Introduce (0-10) Ones Tens number Counting and Cardinality (CC) Know number names and the count sequence. Count to tell the number of objects. Compare numbers. (0-10) K.CC.1. Count to 100 by ones and by tens... I K.CC.2. Count forward

More information

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

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

More information

Kindergarten 5 th Grade Alignment/Comparison of Standards

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

More information

1.OA.6 I can fluently add and subtract within NBT.1 I can read, write and sequence numerals NBT.6

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

More information

Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: Third Quarter

Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: Third Quarter Counting and Cardinality (CC) Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Continue (a.) Review (b.) ( Qtr 1) K.CC.1. Count to 100 by ones and by tens.m

More information

Math Services Align with the Common Core State Standards Mathematics (K 6)

Math Services Align with the Common Core State Standards Mathematics (K 6) CORE Elementary Math Academy Alignment with Core State Standards CORE Elementary Math Academy emphasizes throughout each day the importance of teaching along the five proficiency strands identified by

More information

1 st Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary

1 st Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary 1 st Grade Math 2007 Standards, Benchmarks, s & Strand Standard No. Benchmark (1 st Grade) 1.1.1.1 Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Group of Tens

More information

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

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

More information

West Linn-Wilsonville School District Mathematics Curriculum Content Standards Grades K-5. Kindergarten

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 information

MISSOURI MATHEMATICS CORE ACADEMIC STANDARDS CROSSWALK TO MISSOURI GLES/CLES CONTENT ALIGNMENTS AND SHIFTS Grade 3 DRAFT

MISSOURI MATHEMATICS CORE ACADEMIC STANDARDS CROSSWALK TO MISSOURI GLES/CLES CONTENT ALIGNMENTS AND SHIFTS Grade 3 DRAFT Grade 3 Critical Areas In Grade 3, instructional time should focus on four critical areas: 1. developing understanding of multiplication and division and strategies for multiplication and division within

More information

Student Learning Targets for CCSS and Mathematical Practices

Student Learning Targets for CCSS and Mathematical Practices Student and DUSD 3 rd Grade: Quarter 1 Unit Standards for Place Value and Comparing and Ordering Numbers 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. M03-S1C3-01

More information

th Grade Math Curriculum Map

th Grade Math Curriculum Map Standards Quarter 1 Dates Taught (For Teacher Use) Number and Operations in Base Ten Understand the place value system (Major Work) 5.NBT.1 Recognize that in a multi-digit number, a digit in one place

More information