Common Core Math Standards Grade K
|
|
- Antony Maxwell
- 5 years ago
- Views:
Transcription
1 Common Core Standards I Can Statements Curriculum Correlation Standards Code: OA=Operations and Algebraic Thinking, NBT=Number and Operations in Base 10, MD=Measurements and Data, G=Geometry, NF=Number and Operations-Fractions, RP=Rations and Proportional Relationships, NS= Number System, EE=Expressions and Equations, SP=Statistics and Probability, A=Algebra. When taught CC.K.CC.1 Know number names and the count sequence. Count to 100 by ones and by tens. CC.K.CC.2 Know number names and the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). CC.K.CC.3 Know number names and the count sequence. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). I can count to 100 by ones and by tens. (CCSS: K.CC.1) I can count on from a number other than 1 to 100. (CCSS: K.CC.2) I can count numbers 0 to 20. (CCSS: K.CC.3) I can write numbers from 0 to 20. (CCSS: K.CC.3) I can show how many objects by writing the number from (CCSS: K.CC.3) , 2.2, 2.6, 2.7, 2.8, 2.10, 2.11, 2.12, 2.15, 2.16, 2.18, 2.19, 3.1, 3.2, , 5.2, 5.3, , 2.12, 2.15, 2.16, 2.18, 2.19, 3.5, 3.7, , , , 2.2., 2.5, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.14, 2.15, 2.16, 2.18, 2.19, 3.1, 3.4, 3.5, 3.6, 3.7, 3.11, 3.12, 3.13, 3.14, , 4.8, 4.16, 1
2 CC.K.CC.4 Count to tell the number of objects. Understand the relationship between numbers and quantities; connect counting to cardinality. Common Core Math Standards 4.18, , 5.4, 5.5, 5.7, 5.8, 5.10, , 5.16, 5.17, 5.20, 5.23 (CCSS: K.CC.4) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, , 2.6, 2.8, 2.10, 2.11, 2.15, 2.18, , 4.3, 4.12, 4.16, 4.20, 5.3 CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. I can match each object with a number when counting. (CCSS: K.CC.4a) I can tell how many objects are in a group. (CCSS: K.CC.4b) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, , 2.6, 2.8, 2.10, 2.11, 2.15, 2.18, , 4.3, 4.12, 4.16, 4.20, , 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, , 2.10, 2.11, 2.15, 3.2, 3.15, 2
3 3.18, 3.19, , 4.3, 4.12, 4.20 CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger. CC.K.CC.5 Count to tell the number of objects. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. CC.K.CC.6 Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) I can tell the number that is one more. (CCSS: K.CC.4c) I can count objects up to 20 in different ways. (CCSS: K.CC.5) I can say "how many" objects are in a group. (CCSS: K.CC.5) I can count objects to match numbers from 1 to 20. (CCSS: K.CC.5) I can describe equal to. (CCSS: K.CC.6)I can describe greater than. (CCSS: K.CC.6) I can describe less than. (CCSS: K.CC.6) I can identify if a group of objects is greater than, less than or equal to another group. (CCSS: K.CC.6) 2.12, 2.14, 2.16, 2.19, 3.5, 3.7, 3.12, , 4.5, 4.7, 4.12, 4.15, , 5.19, , 1.15, , 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 2.10, 2.12, 2.14, 2.16, 2.18, 2.20, 3.1, 3.2, 3.8, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 3.18, 3.19, 3.20, , 4.6, 4.7, 4.8, 4.16, 5.1, 5.2, 5.3, 5.4, , 5.15, 5.16, 5.17, 5.19, , 1.11, 1.12, 1.13, 1.15, 1.16, , 2.9, 3.10, , 4.10, , 5.17, 5.20 Common Core Standards I Can Statements Curriculum Correlation CC.K.CC.7 Compare numbers. Compare two numbers between 1 and 10 presented as written numerals. I can tell if a number is greater than, less than, or equal to another number. (CCSS: K.CC.7) 2.9, 2.18, 3.12, 3.14 When taught 3
4 CC.K.OA.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. CC.K.OA.2 Understand addition as putting together and taking from. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. CC.K.OA.3 Understand addition as putting together and taking from. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or I can show that adding is putting groups together. (CCSS: K.OA.1) I can show that subtraction is taking apart or taking away. (CCSS: K.OA.1) I can identify the symbols for plus, minus and equal. (CCSS: K.OA.1) I can show addition in different ways. (CCSS: K.OA.1) I can show subtraction in different ways. (CCSS: K.OA.1) I can understand the concept of putting together = add and taking apart = subtract. (CCSS: K.OA.2) I can add and subtract numbers within 10 (0-10). (CCSS: K.OA.2) I can solve addition and subtraction word problems. (CCSS: K.OA.2) I can show numbers to 10 with different groups. (CCSS: K.OA.3) , , 1.7, , 2.3, 2.5, 2.6, 2.7, 2.9, 2.10, 2.11, 2.12, 2.14, 2.15, 2.16, 2.19, 3.3, 3.6, 3.7, 3.11, 3.15, 3.16, 3.17, 3.18, 3.19, , 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.10, 4.12, 4.13, 4.15, 4.17, 4.19, 5.3, 5.6, 5.7, 5.8, , 5.15, 5.16, , 2.2, 2.4, 2.6, 2.9, 2.10, 2.11, 2.12, 2.14, 2.15, 2.16, 2.19, 3.1, 3.3, 3.4, 3.7, 3.11, , 4.4, 4.5, 4.6, 4.7, 4.10, 4.12, 4.15, 5.1, 5.3, 5.4, 5.6, 5.7, , 5.13, 5.15, 5.16, , 2.5, 2.10, 2.12, 2.14, 2.16, 2.19, 2.20, 3.3, 4
5 drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). CC.K.OA.4 Understand addition as putting together and taking from. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. CC.K.OA.5 Understand addition as putting together and taking from. Fluently add and subtract within 5. CC.K.NBT.1 Work with numbers to gain foundations for place value. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. I can add two numbers to make 10. (CCSS: K.OA.4) I can find a missing number to make 10. (CCSS: K.OA.4) I can add numbers up to 5 without help. (CCSS: K.OA.5) I can subtract numbers up to 5 without help. (CCSS: K.OA.5) I can tell how many tens and ones are in a number. (CCSS: K.NBT) I can make a number using a group of ten and ones. (CCSS: K.NBT) 3.4, 3.6, 3.16, 3.17, , 4.4, 4.5, 4.7, 4.8, 4.11, 4.13, 4.18, 4.19, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, , 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, , 2.12, 2.14, 2.16, , 4.4, 4.8, 4.11, 4.13, 4.18, 4.19, 5.2, 5.3, 5.4, 5.6, 5.8, , 5.12, 5.13, , 2.6, 2.9, 2.10, 2.15, 3.4, 3.5, 3.6, 3.7, 3.12, 3.14, 3.18, , 4.12, 4.15, 4.17, 5.1, 5.3, , 5.13, 5.14, 5.15, , 3.3, 3.5, 3.6, 3.8, 3.13, 3.15, 3.17, 3.18, 3.19, , 4.5, 4.7, 4.12, 4.16, 4.18, 4.20, 5.1, 5.3, 5.4, 5.5, 5
6 CC.K.MD.1 Describe and compare measurable attributes. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Common Core Math Standards I can describe objects using length and width. (CCSS: K.MD.1) I can describe objects using height and weight. (CCSS: K.MD.1) 5.6, 5.7, 5.9, , 5.17, 5.18, 5.19, 5.20, , 5.22, 5.23 Common Core Standards I Can Statements Curriculum Correlation CC.K.MD.2 Describe and compare measurable attributes. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. CC.K.MD.3 Classify objects and count the number of objects in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) CC.K.G.1 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. CC.K.G.2 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Correctly name shapes regardless of their orientations or overall size. CC.K.G.3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). I can compare two objects and describe them. (CCSS: K.MD.2) I can sort objects into groups. (CCSS: K.MD.3) I can count the numbers of objects in each group. (CCSS: K.MD.3) I can sort the group by number. (CCSS: K.MD.3) I can find and name shapes in my environment. (CCSS: K.G.1) I can describe the position of objects as above, below, beside, in front of, behind, and next to. (CCSS: K.G.1) I can name shapes. (CCSS: K.G.2) I can name shapes that are different sizes (CCSS: K.G.2) I can identify 2 dimensional shapes. (CCSS: K.G.3) I can identify 3 dimensional shapes. (CCSS: K.G.3) When taught 5.21, 5.22, , 3.12, , 4.19, , 1.10, , 3.12, , 4.9, 4.14, 4.21, , 1.10, , 3.10, 3.12, , 4.14, 4.21, , 4.14,
7 CC.K.G.4 Analyze, compare, create, and compose shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). CC.K.G.5 Analyze, compare, create, and compose shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. I can describe a shape by telling things like the number of sides and corners. (CCSS: K.G.4) I can compare two and three dimensional shapes and tell how they are the same and different. (CCSS: K.G.4) I can identify shapes in the real world. (CCSS: K.G.5) I can make shapes. (CCSS: K.G.5) I can draw shapes. (CCSS: K.G.5) , 4.14, , CC.K.G.6 Analyze, compare, create, and compose shapes. Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle? Standards for Mathematical Practice I can put shapes together to make new shapes. (CCSS: K.G.6) I can name the new shapes I made. (CCSS: K.G.6) 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. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning
Investigations in Number, Data, and Space for the Common Core 2012
A Correlation of Investigations in Number, Data, and Space for the Common Core 2012 to the Common Core State s with California Additions s Map Kindergarten Mathematics Common Core State s with California
More informationDRAFT EAST POINSETT CO. SCHOOL DIST. - KINDERGARTEN MATH
Module 1 - Math Count to tell the number of objects Test: 10/15/2015 (No TLI K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of
More information(K.CC) Know number names and the count sequence.
(K.CC) Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). * Doesnʼt
More informationChinle 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 informationChinle 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 informationKindergarten 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 informationCounting Objects and Sets CC Part 1 (Counting and Cardinality Standards: K.CC.4 K.CC.5)
1 Count with One to One Correspondence 2 Count with One to One Correspondence K.CC.4a: When counting objects say the number names in the standard 3 Count with One to One Correspondence order pairing each
More informationRochester City School District Kindergarten Mathematics Performance Based Assessment RUBRIC. 12 Tasks for a total of 80 points
Rochester City School District Kindergarten Mathematics Performance Based RUBRIC Tasks for a total of 80 points Task Rubric Know number names and the count sequence. K.CC. Count to 00 by ones and tens.
More informationKindergarten Progress Report Rubric - Mathematics. Counting and Cardinality
Kindergarten Progress Report Rubric - Mathematics Counting and Cardinality Know number names and the count sequence (K.CC.- K.CC.3) Not yet able to: *Count to 0 by ones; *Count and write numerals 0 0.
More informationCommon 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 informationGeorgia Department of Education
P a g e 1 CC.K.CC.1 Know number names and the count sequence. Count to 1 by ones and by Grade Difference tens. GA.K.N.1 Students will connect numerals to the quantities they represent. GA.K.N.1.a Count
More informationStudents will understand 1. That patterns of numbers help when counting. 2. That there are different ways to count (by ones, tens).
Kindergarten Counting and Cardinality Essential Questions: 1. Why do we use numbers, what are their properties, and how does our number system function? 2. Why do we use estimation and when is it appropriate?
More informationUnit A: Counting and Cardinality Numbers 0-5 Grade Level: K
** Standards for kindergarten math should be revisited throughout the year: Counting and Cardinality: Know the number names and the count sequence, count to tell the number of objects, and compare numbers.**
More informationthe 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 informationStory: Count the Eggs. Instructional Essential Standards
September Topic 1: Numbers 0 to 5 Domain: Counting and Cardinality Cluster: Know number names and the count sequence; Count to tell the number of objects. Story: Count the Eggs Number Uses, Classification,
More informationTopic: 1-One to Five
Mathematics Curriculum Kindergarten Suggested Blocks of Instruction: 12 days /September Topic: 1-One to Five Know number names and the count sequence. K.CC.3. Write numbers from 0 to 20. Represent a number
More informationK.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 informationRoswell Independent School District Grade Level Targets Summer 2010
1 NM Standards Children s Progress Core Standards Target: Possesses a working knowledge of the base ten number system, including ones and tens. Q1 Counts, sketches and represents some numbers. Q2 Counts,
More informationMonth&Guesstimate& Singapore& Text&
MonthGuesstimate Singapore Text CoreKnowledgeAlignment ColoradoStateStandars;CommonCore StateStandards August Ch.1 Match/Sortdifferentobjects 4.2 b.classify objects and count the number of objects in each
More informationThe 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 informationCommon 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 informationScott%County%Public%Schools%!!! Kindergarten*Mathematics* Revised*2013* * * * * Pacing*Guide*and*Curriculum*Map*
Scott%County%Public%Schools% Kindergarten*Mathematics* Revised*2013* * * * * Pacing*Guide*and*Curriculum*Map* 9"Weeks Scott"County"Pacing"Guide 1 st " """""2 nd " """""3 rd " """""4 th " " Domain" Cluster"
More informationKindergarten 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 informationKINDERGARTEN MATHEMATICS Highlighted quarters represent mastery expected CCSS Q1 Q2 Q3 Q4
KINDERGARTEN MATHEMATICS CCSS Q1 Q2 Q3 Q4 Quarter 1 K.CC.1.a. Count orally by ones to at least 30. (Goal of 100) K.CC.1.b. Count orally by tens to 30. (Goal of 100) K.CC.3.a. Recognize numbers from 0 to
More informationCOUNTING AND CARDINALITY OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA
COUNTING AND CARDINALITY 006-248 KNOW NUMBER NAMES AND COUNT SEQUENCE COUNT TO TELL THE NUMBER OF OBJECTS COMPARE NUMBERS OPERATIONS AND ALGEBRAIC THINKING 249-335 UNDERSTANDING ADDITION AS PUTTING TOGETHER
More informationTrimester Counting and Cardinality
Trimester 1 2 3 4 K.CCA.1, 2, 3 Know number names and the count up to 100 1st. 2nd. Unable or rarely able to count to 15 Counts accurately to 15 Counts accurately to 20 Counts accurately to 30 Identifies
More informationElementary 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 informationNorth Carolina Standard Course of Study Kindergarten Mathematics
North Carolina Standard Course of Study Kindergarten Mathematics Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3.
More informationKindergarten Mathematics Curriculum Map
MONTHS AND UNIT Unit 1: Who is in School Today? Sept Early Oct 20 days CONTENT/THEME Classroom Routines Materials COMMON CORE STATE STANDARDS K.CC.3 Write numbers from 0-20. Represent a number of objects
More informationCalifornia Common Core State Standards Comparison - FIRST GRADE
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. Standards
More informationFirst Grade - 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 informationCalendar Squares 2 Ten Frames
Calendar Squares 2 Ten Frames K.CC.A Know number names and the count sequence. K.CC.1 Count to 100 by ones and tens. (0-10) K.CC.3 Write numbers from 0-20. Represent a number of objects with a written
More informationAlaska State Standards Alignments for Mathematics. Providing rigorous mathematics intervention for K-8 learners with unparalleled precision
Alaska State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.CC.1 K.CC.2 K.CC.3 K.CC.4a K.CC.4b K.CC.4c Count to 100 by ones
More informationSOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS
SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade K SERIES YABISÍ (SANTILLANA USA) KINDER
More informationOhio s Learning Standards Extended with Learning Progressions Mathematics NOVEMBER 2018
Ohio s Learning Standards Extended with s Mathematics NOVEMBER 2018 OHIO S LEARNING STANDARDS - EXTENDED Mathematics September 2018 Table of Contents Introduction to Ohio s New Learning Standards - Extended:
More informationCOPYRIGHT. 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 informationCommon Core Math Standards Grade 4
Common Core Standards I Can Statements Curriculum Correlation Standards Code: OA=Operations and Algebraic Thinking, NBT=Number and Operations in Base 10, MD=Measurements and Data, G=Geometry, NF=Number
More informationSecond Quarter Benchmark Expectations for Sections 4 and 5. Count orally by ones to 50. Count forward to 50 starting from numbers other than 1.
Mastery Expectations For the Kindergarten Curriculum In Kindergarten, Everyday Mathematics focuses on procedures, concepts, and s in two critical areas: Representing and comparing whole numbers, initially
More informationThe 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 informationCommon Core State Standards - Standards for Mathematical Practice
Common Core State Standards - Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop
More informationGrade 2 Yearlong Mathematics Map
Grade 2 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: Performance Series, District Benchmark Assessments Common Core State Standards Standards for Mathematical Practice:
More informationMA 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 informationCommon Core Math Standards Grade 5
Standards Code: OA=Operations and Algebraic Thinking, NBT=Number and Operations in Base 10, MD=Measurements and Data, G=, NF=Number and Operations s, RP=Rations and Proportional Relationships, NS= Number
More informationIntroduction. Alignment Tools Alignment to Math Content Standards
Introduction Unique Learning System maintains alignment with state standards through instructional targets. These targets are the bridge between the general content standards adopted by a state and relevant
More informationRussell County Schools Grade 2 Math Pacing
Operations and Algebraic Thinking [OA] Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication.
More informationKASC 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 informationCommon 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 informationInvestigations 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 informationFOR PREVIEW ONLY. Cluster Overview & Goals Checklists. Grades K-8 Math Posters. Written & Designed by Angie Seltzer
Key Features Clear, concise student-friendly goals Unique colors and icons for domains Handy one-page layout per grade Printable as posters or reference sheets Designed to match the FREE K-8 Math Cluster
More information1.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 informationCommon 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 informationInstructional Alignment Chart
CLUSTER HEADING: STANDARD: N/A CLUSTER HEADING: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). STANDARD: K.G.3 Identify shapes as
More informationCommon 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 informationHVRSD 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 informationCorrelation of Mathematics Florida Standards (MAFS) to i-ready Diagnostic & Instruction Mathematics Lessons
Correlation of to i-ready Diagnostic & Instruction Mathematics Lessons Grade K MAFS.K.CC.1.1 Count to 100 by ones... Counting and Ordering to 100 MAFS.K.CC.1.1 Count to 100 by ones and by tens. Counting
More informationMathematics 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 informationUnit Maps: Kindergarten Math
Representation and Comparison of Whole Numbers K.3 Place value. The student represents and compares whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration
More information1 st Grade Math Curriculum Crosswalk
This document is designed to help North Carolina educators teach the. NCDPI staff are continually updating and improving these tools to better serve teachers. 1 st Grade Math Curriculum Crosswalk The following
More informationKindergarten Grade MATH Timeline. Macon County
Kindergarten Grade MATH Timeline Macon County 2017-2018 1 st 9 Weeks Standard Learning Target Resources Lesson T M K.CC.A.1 I can count to 25 (k) K.CC.A.2 I can start counting on from a number (0-10)(k)
More informationMath 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 information1st 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
More informationKindergarten Mathematics 2016
Number Sense K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of
More informationStandards 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 informationWeek 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 informationCasey County Schools- 2 nd Grade Math Curriculum Map
Week(s) Concept (Big Ideas) Weeks 1 Topic 1 Understanding Addition and Subtraction Standards I can statement Critical Vocabulary 2.OA.1 Use addition and subtraction within 100 to solve oneand two-step
More informationColorado 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 information2nd 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 informationKindergarten Grade MATH Timeline. Macon County
1 st 9 Weeks Kindergarten Grade MATH Timeline Macon County 2014-2015 K.CC.A.1 * I can count to 25 (K) K.CC.A.2 *I can start counting on from a number (0-5) (K) *I can start counting on from a number (6-10)
More informationSECOND GRADE Mathematic Standards for the Archdiocese of Detroit
SECOND GRADE Mathematic Standards for the Archdiocese of Detroit Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 2.OA. A. 1 Use addition and subtraction
More informationCurriculum at a Glance Kindergarten- Grade 5
Curriculum at a Glance Kindergarten- Grade 5 Students learn to reason and communicate, be problem-solvers, value mathematics and feel confident in their ability to apply concepts and skills. Creating such
More informationCasey County Schools- 1 st Grade Math Curriculum Map
Week(s) Standard I can statement(s) Critical Vocabulary 1 1.NBT.1 - Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written
More informationMississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 2
Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 2 Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction 2.OA.1
More informationGrade 4. Massachusetts Curriculum Framework for Mathematics 42
Grade 4 Introduction In grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing
More informationUse 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 informationRepresent and solve problems involving addition and subtraction
Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations
More informationMississippi 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
More informationTopic: 1-Understanding Addition
10 days /September /October Topic: 1-Understanding Addition Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving
More informationKindergarten 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 informationMohawk Local Schools. 5 th Grade Math
Mohawk Local Schools Quarter 5 th Grade Math 3 Curriculum Guide Mathematical Practices 1. Make Sense of Problems and Persevere in Solving them 2. Reasoning Abstractly & Quantitatively 3. Construct Viable
More informationGrade 5. Massachusetts Curriculum Framework for Mathematics 48
Grade 5 Introduction In grade 5, instructional time should focus on four critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication
More informationFirst 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 informationMohawk Local Schools. 5 th Grade Math
Mohawk Local Schools Quarter 3 Critical Areas of Focus Being Addressed: o Fractions o Decimals o Geometry o 5 th Grade Math Curriculum Guide Mathematical Practices 1. Make Sense of Problems and Persevere
More informationOklahoma C 3 Mathematics Standards
Oklahoma C 3 Mathematics Standards Fourth Grade Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and
More informationUnit Maps: Grade 1 Math
Numbers and Place Value 1.3 Place value. The student represents and compares whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related
More informationMathematics 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 informationAbout Finish Line Mathematics 5
Table of COntents About Finish Line Mathematics 5 Unit 1: Big Ideas from Grade 1 7 Lesson 1 1.NBT.2.a c Understanding Tens and Ones [connects to 2.NBT.1.a, b] 8 Lesson 2 1.OA.6 Strategies to Add and Subtract
More informationMathematics Grade 4. COMMON CORE STATE STANDARDS for MATHEMATICS
Mathematics Grade 4 In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing
More informationGrade K 8 Standards Grade 4
Grade 4 In grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients
More informationK-5 Mathematics Missouri Learning Standards: Grade-Level Expectations
K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations Missouri Department of Elementary and Secondary Education Spring 06 Number Sense NS Kindergarten Grade Grade Grade 3 Grade 4 Grade
More informationDCSD Common Core State Standards Math Pacing Guide 5th Grade. Trimester 1
Trimester 1 CCSS Mathematical Practices 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.
More informationMOUNTAIN VIEW SCHOOL DISTRICT
MOUNTAIN VIEW SCHOOL DISTRICT FIRST GRADE MATH 1.OA.1 Represent and solve problems involving addition and subtraction. Use addition and subtraction within 20 to solve word problems involving situations
More informationDiocese of Erie Mathematics Curriculum First Grade August 2012
Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction 1 1. Use addition within 20 to solve word x+4=10; 4+3=x; 7+x=12 problems involving situations of adding
More informationK - 5 Common Core State Standards - Mathematics Area of Emphases and Grade Level Changes
To say that some things have greater emphasis is not to say that anything in the standards can safely be neglected in instruction. Neglecting material will leave gaps in student skill and understanding
More informationGeorgia Standards of Excellence Fourth Grade Curriculum Map
Georgia Standards of Excellence Fourth Grade Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Whole Numbers, Place Value and Rounding In Computation MGSE4.NBT.1 MGSE4.NBT.2 MGSE4.NBT.3
More informationParent s Guide to GO Math! Technology Correlation
hmhco.com Parent s Guide to GO Math! Technology Correlation Grade K Not sure how to help your child with homework? Looking for extra practice to help your child succeed? GO Math! Grade K has a variety
More informationNUMBER & OPERATIONS IN BASE TEN STANDARD SKILL MASTERED K.NBT.1 Compose and decompose numbers from into ten ones and further ones.
Math Common Core Standards KINDERGARTEN COUNTING AND CARDINALITY K.CC.1 Count to 100 by ones and tens K.CC.2 Count forward beginning from a given number within the known sequence instead of beginning at
More informationGrade K 8 Standards Grade 5
Grade 5 In grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions
More information1 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 informationCommon Core Performance Standards Fifth Grade
Common Core Performance Standards Fifth Grade Common Core Performance Standards: Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Order of Operations and Whole Numbers Multiplying
More informationFebruary 07, Dimensional Geometry Notebook.notebook. Glossary & Standards. Prisms and Cylinders. Return to Table of Contents
Prisms and Cylinders Glossary & Standards Return to Table of Contents 1 Polyhedrons 3-Dimensional Solids A 3-D figure whose faces are all polygons Sort the figures into the appropriate side. 2. Sides are
More information