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Standard TextAttending and Exploring0visually attend to math materials and activitiesMathematical PracticesZMathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.KindergartenCCSS.Math.Content.K.CC.A.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects).CCSS.Math.Content.K.CC.B.4aWhen 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.CCSS.Math.Content.K.CC.B.5Count 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 120, count out that many objects.CCSS.Math.Content.K.CC.C.6Identify 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.CCSS.Math.Content.K.OA.A.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.CCSS.Math.Content.K.OA.A.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.CCSS.Math.Content.K.OA.A.3Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).CCSS.Math.Content.K.OA.A.4For 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.CCSS.Math.Content.K.NBT.A.1HCompose 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 (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.CCSS.Math.Content.K.MD.A.1Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.CCSS.Math.Content.K.MD.A.2Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference.CCSS.Math.Content.K.MD.B.3wClassify objects into given categories; count the numbers of objects in each category and sort the categories by count.CCSS.Math.Content.K.G.A.1Describe 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.CCSS.Math.Content.K.G.A.2GCorrectly name shapes regardless of their orientations or overall size.CCSS.Math.Content.K.G.B.5nModel shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.Grade 1CCSS.Math.Content.1.OA.A.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.CCSS.Math.Content.1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.CCSS.Math.Content.1.NBT.A.1Count 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.CCSS.Math.Content.1.NBT.C.4Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.CCSS.Math.Content.1.NBT.C.6VSubtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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.CCSS.Math.Content.1.MD.A.1eOrder three objects by length; compare the lengths of two objects indirectly by using a third object.CCSS.Math.Content.1.MD.A.2Express 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 samesize len< gth units that span it with no gaps or overlaps.CCSS.Math.Content.1.MD.C.4Organize, 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.CCSS.Math.Content.1.G.A.1Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.CCSS.Math.Content.1.G.A.2.Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional 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.Grade 2CCSS.Math.Content.2.OA.A.14Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.CCSS.Math.Content.2.OA.C.3Determine 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 an even number as a sum of two equal addends.CCSS.Math.Content.2.NBT.B.7Add and subtract within 1000, 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. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.CCSS.Math.Content.2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.CCSS.Math.Content.2.MD.A.2Measure 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.CCSS.Math.Content.2.MD.A.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.CCSS.Math.Content.2.MD.B.5Use 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.CCSS.Math.Content.2.MD.B.6Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent wholenumber sums and differences within 100 on a number line diagram.CCSS.Math.Content.2.MD.D.9Generate 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 wholenumber units.CCSS.Math.Content.2.MD.D.10Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph.CCSS.Math.Content.2.G.A.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.CCSS.Math.Content.2.G.A.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.Grade 3CCSS.Math.Content.3.OA.A.2Interpret wholenumber quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.CCSS.Math.Content.3.OA.A.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.CCSS.Math.Content.3.NF.A.3bRecognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.CCSS.Math.Content.3.MD.A.2[Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.CCSS.Math.Content.3.G.A.1~Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.Grade 4CCSS.Math.Content.4.OA.A.2Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.CCSS.Math.Content.4.NBT.B.5Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.CCSS.Math.Content.4.NBT.B.6GFind wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.CCSS.Math.Content.4.NF.B.3bDecompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.CCSS.Math.Content.4.NF.B.4cSolve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.CCSS.Math.Content.4.MD.A.2Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.CCSS.Math.Content.4.G.A.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.CCSS.Math.Content.4.G.A.2Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.Grade 5CCSS.Math.Content.5.NBT.B.6IFind wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculatio< n by using equations, rectangular arrays, and/or area models.CCSS.Math.Content.5.NF.A.2JSolve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.CCSS.Math.Content.5.NF.B.4bQFind the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.CCSS.Math.Content.5.NF.B.7cSolve real world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem./attempt to touch or tolerate math manipulativesexplore math manipulatives'request or choose a number song or bookCCSS.Math.Content.3.OA.D.8Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.CCSS.Math.Content.3.OA.D.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.CCSS.Math.Content.3.MD.A.1Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.CCSS.Math.Content.3.MD.C.7bMultiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning.CCSS.Math.Content.3.MD.C.7dRecognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.CCSS.Math.Content.3.MD.D.8Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.CCSS.Math.Content.4.OA.A.3sSolve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.CCSS.Math.Content.4.NF.B.3dSolve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.CCSS.Math.Content.4.MD.A.3]Apply the area and perimeter formulas for rectangles in real world and mathematical problems.CCSS.Math.Content.4.MD.C.7gRecognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.CCSS.Math.Content.5.OA.A.2Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.CCSS.Math.Content.5.OA.B.3Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.CCSS.Math.Content.5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10.CCSS.Math.Content.5.NF.B.3Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.CCSS.Math.Content.5.NF.B.6Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.CCSS.Math.Content.5.MD.A.1Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.CCSS.Math.Content.5.MD.C.5bApply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with wholenumber edge lengths in the context of solving real world and mathematical problems.CCSS.Math.Content.5.MD.C.5cRecognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems.gdemonstrate understanding of cause and effect by repeatedly taking an action in order to see the resultCCSS.Math.Content.4.OA.A.1Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.CCSS.Math.Content.4.OA.C.5Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.[participate in simple problem solving activities by observing, then exploring manipulativesPatterns[enjoys or tolerates clapping patterns, finger plays, actions, nursery rhymes, songs or rapsfattempts to imitate or join in clapping patterns, finger plays, actions, nursery rhymes, songs or rapsEfollows routine placing/retrieving personal items in same place dailyCCSS.Math.Content.5.G.A.2Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.`anticipates holidays or events based on season (i.e. when it's cold asks when its going to snow)follows as schedule is read and anticipates favorite or regularly scheduled school activities with a smile or sigh and/or shows disappointment when routine is changedMatching and Sorting(match objects to duplicates to make setsCCSS.Math.Content.K.G.B.4Analyze and compare two and threedimensional 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).CCSS.Math.Content.5.G.B.4DClassify twodimensional figures in a hierarchy based on properties.+match objects by different color attributes)sort objects by color attribute into setsidentify primary colors by name"identify secondary colors by name(sort objects by size attribute into setsEfind objects in the environment that share 1 siz< e or color attribute.&match duplicate twodimensional shapesCCSS.Math.Content.K.G.A.3]Identify shapes as twodimensional (lying in a plane, flat ) or threedimensional ( solid ).CCSS.Math.Content.4.G.A.3Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry.CCSS.Math.Content.5.G.B.3Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category.&sort duplicate twodimensional shapes.Fsort similar twodimensional shapes with varying sizes and orientationFchoose one attribute (size, shape, or color) to sort shapes into sets.Fidentify 2 dimensional shapes: circle, square, rectangle and triangle*locate 2 dimensional shapes in environmentQMathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referentsand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.5anticipate at least one special event on the calendaridentify 4 seasons of the yearGmatch appropriate clothing to hot and cold temperatures on thermometer'recognize quantity of 2 is more than 1.CCSS.Math.Content.K.CC.B.4cTUnderstand that each successive number name refers to a quantity that is one larger.CCSS.Math.Content.K.CC.C.7CCompare two numbers between 1 and 10 presented as written numerals.CCSS.Math.Content.1.NBT.B.3Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.CCSS.Math.Content.2.NBT.A.4Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.CCSS.Math.Content.3.NF.A.3amUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.CCSS.Math.Content.3.NF.A.3dBCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.CCSS.Math.Content.4.NBT.A.2Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.CCSS.Math.Content.4.NF.A.2Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.CCSS.Math.Content.4.NF.C.7Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.CCSS.Math.Content.4.MD.A.1Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table.CCSS.Math.Content.5.NBT.A.3bCompare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.match sets of 1 and 2CCSS.Math.Content.K.CC.B.4bUnderstand 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.identify amounts of 1 and 2CCSS.Math.Content.5.NBT.B.7Add, subtract, multiply, and divide decimals to hundredths, 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.rote count to 5CCSS.Math.Content.K.CC.A.1!Count to 100 by ones and by tens.CCSS.Math.Content.K.CC.A.2hCount forward beginning from a given number within the known sequence (instead of having to begin at 1).CCSS.Math.Content.2.NBT.A.23Count within 1000; skipcount by 5s, 10s, and 100s.identify numerals 05CCSS.Math.Content.2.NBT.A.3XRead and write numbers to 1000 using baseten numerals, number names, and expanded form.CCSS.Math.Content.3.NF.A.3caExpress whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.CCSS.Math.Content.5.NBT.A.3aRead and write decimals to thousandths using baseten numerals, number names, and expanded form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000).8connect numerals 1 and 2 to the quantity they represent.;write numerals 1 and 2 to match sets with these quantities.demonstrate 11 correspondencematch sets of 3 and 4identify sets of 3 and 4*construct a set to match numerals 3 and 4.;write numerals 3 and 4 to match sets with these quantities.!demonstrate cardinality of numberrote count to 10identify numerals 610identify sets of 5 and 6*construct a set to match numerals 5 and 6.;write numerals 5 and 6 to match sets with these quantities.understand concept of "0"CCSS.Math.Content.1.OA.B.3AApply properties of operations as strategies to add and subtract.CCSS.Math.Content.3.OA.B.5DApply properties of operations as strategies to multiply and divide. write "0"identify a set that is moreCCSS.Math.Content.1.G.A.3NPartition 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.*compare and indicate 2 sets that are equalCCSS.Math.Content.1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13  4 = 13  3  1 = 10  1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12  8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).CCSS.Math.Content.1.OA.D.7zUnderstand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.CCSS.Math.Content.4.NF.C.6?Use decimal notation for fractions with denominators 10 or 100.identify sets with less ..join and separate sets and compare the result.CCSS.Math.Content.1.OA.B.44Understand subtraction as an unknownaddend problem.CCSS.Math.Content.1.OA.C.5NRelate counting to addition and s< ubtraction (e.g., by counting on 2 to add 2).CCSS.Math.Content.2.OA.B.2Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two onedigit numbers.CCSS.Math.Content.2.OA.C.4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.CCSS.Math.Content.2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.CCSS.Math.Content.2.NBT.B.8nMentally add 10 or 100 to a given number 100 900, and mentally subtract 10 or 100 from a given number 100 900.CCSS.Math.Content.2.NBT.B.9iExplain why addition and subtraction strategies work, using place value and the properties of operations.CCSS.Math.Content.3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.identify sets of 7 and 8+construct a set to match numerals 7 and 8 .;write numerals 7 and 8 to match sets with these quantities.identify sets of 9 and 10+construct a set to match numerals 9 and 10.=write numerals 9 and 10 to match sets with these quantities..'identify number words one through five.Ause ordinal numbers from 16 to describe each position in a line."locate numbers 110 on number lineplace numerals 110 in order.[identify relative position of numerals 110 using the words "before" "after" and "between".Wcompare numbers 110 using "more than" "less than" and "equal to" language and symbols&identify number words six through ten.'state one more than a given number 110CCSS.Math.Content.1.OA.D.8gDetermine the unknown whole number in an addition or subtraction equation relating three whole numbers.CCSS.Math.Content.1.NBT.B.2cThe 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).CCSS.Math.Content.1.NBT.C.5Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.CCSS.Math.Content.2.NBT.A.1bThe 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).CCSS.Math.Content.3.OA.A.4iDetermine the unknown whole number in a multiplication or division equation relating three whole numbers.CCSS.Math.Content.3.NBT.A.1NUse place value understanding to round whole numbers to the nearest 10 or 100.CCSS.Math.Content.3.NBT.A.3Multiply onedigit whole numbers by multiples of 10 in the range 10 90 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations.CCSS.Math.Content.4.NBT.B.4QFluently add and subtract multidigit whole numbers using the standard algorithm.CCSS.Math.Content.4.NF.C.5Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.'state one less than a given number 110Omatch ABAB patterns using objects (shapes or colors) sound, movement or numbers^duplicate ABAB patterns in 2 ways using objects (shapes or colors) sound, movement or numbersPextend ABAB patterns using objects (shapes or colors) sound, movement or numbersRdescribe ABAB patterns using objects (shapes or colors) sound, movement or numbersrecord ABAB patterns.count number of units represented in a patterncompare equivalent patternsname days of week in order4find days of the week in a given month on a calendarname months in order3find a given date on current month's calendar, 110Ause calendar to count days to an anticipated event within 10 days8identify 4 seasons given name of month within the seasonObject Graphs and PictographsPuse the words "same" and "different" to describe attributes of 2 sets of objects"use a Venn diagram to sort objects?find object that doesn't belong in a set using chosen attributeMuse 2D shapes to build bars in an object bar graph based on color attributesCCSS.Math.Content.3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep how many more and how many less problems using information presented in scaled bar graphs.CCSS.Math.Content.3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate unitswhole numbers, halves, or quarters.CCSS.Math.Content.5.MD.B.2Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.Oconstruct pictograph bars to display data based on size attributes of 2D shapes5interpret a graph by comparing amounts in a bar graphPrediction and Bar GraphsKmake 1 simple prediction about amounts based on 1 attribute of a given set.?tally data of amounts based on 1 attribute in a set of objects.@place data into a simple bar graph using symbolic representationZcompare amounts on graph using "more than" "less than" and "equal to" language and symbolsuse data from graph to solve a simple problemidentify dice patterns?play simple board game with 1 die and moving pawn around spaces!compose and decompose sets of 24!compose and decompose sets of 56!compose and decompose sets of 78compose and decompose sets of 9!compose and decompose sets of 10.CCSS.Math.Content.1.NBT.B.2bqThe numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.Adding and Subtracting to 10&solve addition problems with sums to 5CCSS.Math.Content.K.OA.A.5#Fluently add and subtract within 5.Asolve addition problems using counting on or number line strategy$count backwards from any number 110Lsolve subtraction problems with corresponding subtraction facts to sums to 5Esolve subtraction problem using counting back or number line strategy&solve addition problems with sums 69?solve subtraction problems with corresponding facts to sums 69Nsolve addition and subtraction problems with sums and corresponding sums of 100find the missing addend to make a quantity of 10(write addition and subtraction equations2use a calculator to add and subtract to sums of 10Yidentify doubles addition problems and use them to solve subtraction problems, sums 2 10Suse counting skills and/or other learned strategies to solve a simple word problemrote count 120tell time to hourCCSS.Math.Content.1.MD.B.3LTell and write time in hours and halfhours using analog and digital clocks.CCSS.Math.Content.2.MD.C.7cTell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.CCSS.Math.Content.3.G.A.2lPartition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.CCSS.Math.Content.4.NF.B.4a/Understand a fraction a/b as a multiple of 1/b.CCSS.Math.Content.4.NF.B.4bwUnderstand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.CCSS.Math.Content.5.NF.B.7a]Interpret division of a unit fraction by a nonzero whole number, and compute such quotients.CCSS.Math.Content.5.NF.B.7bTInterpret division of< a whole number by a unit fraction, and compute such quotients.!tell time to the 1/2 hour, analog!tell time to the 1/4 hour, analogmatch analog and digital timesGuse common language to tell time: quarter after and quarter to the houridentify numerals 1115)identify amounts in sets of 1115 objects(construct a set to match numerals 1115.9write numerals 1115 to match sets with these quantities.identify numerals 1620)identify amounts in sets of 1620 objects)construct a set to match numerals 1620 .8write numerals 1620 to match sets with these quantitiesComparisons to 20quse "more than", "less than" and "equal to" symbols and symbolic language to compare quantities of numbers 1120.0locate numbers 1120 on number line and calendar%count backwards from any number 1120place numbers 1120 in order(state one more than a given number 1120(state one less than a given number 1120Geometric Shapes and Figures'identify a line, side, angle and vertexCCSS.Math.Content.4.MD.C.6^Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure.=draw a rectangle choosing between two sets of dots to connectCCSS.Math.Content.2.G.A.2lPartition a rectangle into rows and columns of samesize squares and count to find the total number of them.CCSS.Math.Content.3.MD.C.7aFind the area of a rectangle with wholenumber side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.CCSS.Math.Content.3.MD.C.7cUse tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning.place 2D shapes to fill an areaCCSS.Math.Content.K.G.B.6,Compose simple shapes to form larger shapes.CCSS.Math.Content.3.MD.C.5aA square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be used to measure area.CCSS.Math.Content.3.MD.C.5byA plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.CCSS.Math.Content.3.MD.C.6iMeasure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).Duse attribute blocks to recreate a different block shape or designEfind threedimensional shapes in the environment and match to samples_identify threedimensional shapes: cube, sphere, cylinder, rectangular prism, triangular prismCategorical Data GraphHchoose a survey question with 2 possible responses for males and females*make a prediction about opinionbased data:tally data from males and females regarding their opinionsEuse categorical data chart to organize answers from males and femalesCCSS.Math.Content.4.MD.B.4Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.[use symbolic representation to make a bar graph with data in categories according to genderXtalk or write about conclusions drawn from bar graph, including comparison to predictionNumbers to 50 and Place ValueDcompare sets of numbers 120 using :"greater" "fewer" "most" "least":order quantities from most to least and from least to mostrote count 150skip count by tens to 100:count and group amounts of objects in tens and ones to 100CCSS.Math.Content.1.NBT.B.2a>10 can be thought of as a bundle of ten ones  called a ten. CCSS.Math.Content.2.NBT.A.1aC100 can be thought of as a bundle of ten tens  called a hundred. CCSS.Math.Content.2.NBT.B.6dAdd up to four twodigit numbers using strategies based on place value and properties of operations.CCSS.Math.Content.4.NBT.A.1Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right.CCSS.Math.Content.4.NBT.A.3NUse place value understanding to round multidigit whole numbers to any place.CCSS.Math.Content.5.NBT.A.1Recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.idemonstrate understanding of place value by exchanging 10 ones for 1 ten, up to 50 and saying the number.Juse number patterns to locate numerals 2150 on a calendar and 100's chartidentify 2 digit numbers 2150write numerals 2150Measuring Tools and Money[identify common elements between measurement tools (numbers, numbers in order, lines, etc.)CCSS.Math.Content.2.MD.A.3FEstimate lengths using units of inches, feet, centimeters, and meters.CCSS.Math.Content.4.MD.C.5a@An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a onedegree angle, and can be used to measure angles.%identify measurement tools given nameCCSS.Math.Content.4.MD.C.5b^An angle that turns through n onedegree angles is said to have an angle measure of n degrees.8match measurement attributes to the corresponding tools.Gmatch commonly used tools for measurement to every day life situations.Ncompare measurement attributes using a tool or by making relative comparisons.identify uses for moneyCCSS.Math.Content.2.MD.C.8wSolve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.
name coinsname coin amounts#combine 4 quarters to make a dollar9identify numbers that are 10 more than given number 20509identify numbers that are 10 less than given number 20509choose method to solve addition problems to sums of 1115Gchoose method to solve corresponding subtraction facts to sums of 11159choose method to solve addition problems of sums of 1620Dchoose method to solve corresponding subtraction facts to sums 1620cdemonstrate using addition for a word problem for joining two groups, using terms "sum" and "total"\demonstrate using subtraction for word problems with removal using manipulatives or picturesdemonstrate using subtraction for word problems with comparison, using manipulatives or pictures, understanding 'difference' as a comparisonudemonstrate using subtraction for word problems with finding a missing part of a set, using manipulatives or picturesQchoose correct operation of addition or subtraction to solve simple word problemBdemonstrate commutative property of addition with simple equationsCCSS.Math.Content.3.OA.C.7Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.CCSS.Math.Content.4.NF.B.3cAdd and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.Hidentify addition problems that are doubles to sums 1118 and solve themGsolve corresponding subtraction problems to sums of 1118 using doubles"add 3 or more single digit numbersparrange and rearrange order of numbers in adding 3 or more< single digit numbers to prove associative property.use a calculator to add 3 singledigit numbers2 Digit Numbers and Place Valuerote count 1100>group objects in tens and ones to build 2 digit numbers to 100udemonstrate understanding of place value by exchanging 10 ones for 1 ten, for numbers 51 to 99 and saying the number.>use number patterns to locate numerals 51100 on a 100's chartidentify 2 digit numerals 5199write 2 digit numerals 5199Istudent will identify numbers that are 10 more than a given number 51100Istudent will identify numbers that are 10 less than a given number 51100zestimate reasonable number to represent familiar sets in 1 and 2 digit numbers (ex candy in hand e vs. candy in a package)CCSS.Math.Content.5.NF.B.5aComparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.D3 Digit Place Value and Adding and Subtracting 2 and 3 Digit NumbersTdemonstrate understanding of place value to 100 by exchanging 10 tens for 1 hundred.identify 3 digit numeralswrite 3 digit numerals)add and subtract 10 from a 2 digit number*add and subtract 100 from a 3 digit number^use what is known about making ten to make a hundred using multiples of 10 (ex. 30 + 70 = 100):use a calculator to add and subtract 2 and 3 digit numbers3add and subtract 2 digit numbers without regrouping3add and subtract 3 digit numbers without regrouping#Rounding, Estimating and Regrouping}estimate reasonable number to represent familiar sets up to 3 digit numbers (ex shoes in classroom vs. shoes in a shoe store)"round numbers to 10 s place valueCCSS.Math.Content.5.NBT.A.4=Use place value understanding to round decimals to any place.Dround numbers to estimate sums and differences to 10 s place value#round numbers to 100's place valueCround numbers to estimate sums and differences to 100's place value0add and subtract 2 digit numbers with regrouping0add and subtract 3 digit numbers with regroupingLarger Numbers and Place ValueZdemonstrate understanding of place value to 1000 by exchanging 10 hundreds for 1 thousand.identify 4 digit numeralswrite 4 digit numeralsestimate reasonable number to represent familiar sets up to 4 digit numbers (ex students in class, students in school, students in city)3add and subtract 4 digit numbers with a calculatoridentify 5 and 6 digit numeralswrite 5 and 6 digit numerals=use symbols < > and = to compare large numbers up to 6 digitsduplicate ABBABB patternextend ABBABB patternskip count by 5'sskip count by 2'sidentify odd and even numbersNdetermine a missing unit in a pattern using shapes, colors objects, or numbers^use number patterns with simple skip counting (2's, 5's, 10's) fill in missing pattern elementTime and Money)tell time to 5 minutes on an analog clockVuse common language to tell time: almost, to and after the hour at 5 minute intervals/match coin equivalencies (ex. 2 nickels = dime)(count common coin combinations to $1.00name dollar amounts $1, $5, $10, $20 and $50.+round up money amounts to nearest $1 and $2~match types of items, given samples, to general prices including <$5.00, $5.00  $10.00, $10.00  $20.00 and more than $20.00.]choose correct number of dollars to purchase item(s) ranging from <1.00 to 20.00, given totalWeights and LengthsTuse identical objects and balance scale to make both sides equal, using word "equal"Euse a scale to weigh object and describe weight in ounces and pounds?identify 2 common weights (i.e., a book weighs about 2 pounds);identify premeasured lines pictured with a ruler in inches2measure line with ruler recording length in inches>measure line with ruler and yardstick recording length in feet8measure line with meter stick reporting length in metersmatch 2D outline to one of the faces of a 3D object including square to cube, circle to cylinder, and triangle to triangular prism.0identify line symmetrical two dimensional shapes3locate the line of symmetry in a symmetrical figure=identify a right angle as 90 degrees with perpendicular lines identify acute and obtuse angles*identify polygons and quadrilateral subset/identify polygons: rhombus, hexagon and octagonMuse a table to organize two dimensional shapes by their number of vertices.Three Dimensional Shapes:identify threedimensional shape faces, vertices and edgesycount threedimensional shape faces, vertices and edges in cylinder, cube, sphere, triangular prism and rectangular prismCCSS.Math.Content.5.MD.C.3aA cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume.CCSS.Math.Content.5.MD.C.3byA solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.CCSS.Math.Content.5.MD.C.4aMeasure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.euse a table to organize and classify three dimensional shapes by number of faces, vertices and edges.7count sides and vertices visible on a 2D net for a cubenbuild and identify a cube from a 2dimensional net and count to compare sides and vertices to 2D net amounts.\sort polyhedral shapes (only flat faces, ex. prisms ) from other shapes (cylinders, spheres)Line Plot GraphMcollect data on the size of hands of individuals in class to the nearest inch1order the numerical data from smallest to largestgplot data on a line plot graph to determine the most common size of hands by the shape of the line plotPidentify the highest and lowest measurements and subtract to determine the range determine the median of the data5use the median to compare hand size to another group.Kdescribe the shape of the graph, including greatest (mode) and least values Probability and Change Over TimeBuse x axis, then yaxis on a line graph to find coordinate pointsCCSS.Math.Content.5.G.A.1dUse a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., xaxis and xcoordinate, yaxis and ycoordinate).qinterpret a line graph to describe change over time with the overall shape (increasing, decreasing, staying same)zmake a prediction (using terms of probability) regarding change with a simple scientific experiment or everyday occurrencecollect data using a table from an experiment that measures change over time using both quantities (ex. time and plant growth, or timedistance for a runner)\plot data on a line graph to represent change over time, placing time amounts on the xaxis.Puse notation for an equivalent expression using fact families (i.e. 2+3 @ 1 + 4)=complete a problem with a missing addend (i.e. 2 + ___ = 5)Csolve a simple addition equation with a variable (i.e. 2 + x = 5 )"identify equivalent and equal setsBextend a number pattern with a constant increment (ex. 1,3,5,7,9& )?use a table representing constant change between two quantitiesMdescribe number pattern present in a table depicting constant rate of changeHuse repeated equal sets to demonstrate understanding of multiplicationCCSS.Math.Content.3.OA.A.1xInterpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each.<CCSS.Math.Content.5.NBT.B.5IFluently multiply multidigit whole numbers using the standard algorithm.Luse manipulatives to solve multiplication problems with factors 15 and zero}use 10:1 or 2:1 relationships to set up and solve a multiplication problem describing number of fingers or hands in a groupFuse skip counting by 5's, 2's or 10's to solve multiplication problemsXsolve multiplication problems with factors 69 using ? and X to denote multiplication.&write a simple multiplication equation/solve multiplication problems with factor of 10!multiply with 10 and 100, to 1000[use multiplication to solve a repeated addition word problem that uses the word "product".9solve a 2 digit multiplication problem with a calculator.Hdemonstrate commutative property of multiplication with simple equationsDivision ModelsTidentify number sets that can and cannot be divided into equal groups greater than 1Buse an array model and grouping to demonstrate concept of divisionMuse manipulatives to solve division problems with divisors and quotients 15bsolve division problems with corresponding factors 69 using /, ?, and to denote division.guse inverse relationship with multiplication to solve division problems with divisors and quotients 19CCSS.Math.Content.3.OA.B.61Understand division as an unknownfactor problem.Solving Division Problems write a simple division equation+solve division problems with divisor of 10Ruse division to solve a word problem with equal sets that uses the word "quotient"Xdivide by 100 s and 10 s by identifying number of sets in a dividend or removing zero(s)Csolve a division problem with a 2 digit divisor using a calculator.Nchoose correct operation of multiplication or division to solve a word problem:identify factors and multiples and relate them to divisionCCSS.Math.Content.4.OA.B.46Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite.@measure perimeter of a square, rectangle, triangle, and hexagon.7measure area of a square, and rectangle in square units;make different rectangular arrays with same number of tilesFdetermine volume of a box, using cubes and state the amount as 'cubed'CCSS.Math.Content.5.MD.C.5awFind the volume of a right rectangular prism with wholenumber side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold wholenumber products as volumes, e.g., to represent the associative property of multiplication.Fidentify dry and liquid measured amounts of 1 cup, 1/2 cup and 1/4 cupWidentify tablespoon, teaspoon and 1/2 teaspoon, using standard T and tsp abbreviations.0measure dry ingredients with 1, 1/2 and 1/4 cups3measure liquid ingredients with 1, 1/2 and 1/4 cupsRmeasure dry and liquid ingredients with 1 tablespoon, 1 teaspoon. and 1/2 teaspoon+sort equal fraction pieces to make a whole.CCSS.Math.Content.3.NF.A.1Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.CCSS.Math.Content.4.NF.A.1$Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.show 1/2 of an object and array@assemble and name matching equal fraction pieces to make a wholeidentify 2 ways to make a square into fourths>define meaning of the numbers in the numerator and denominatorCCSS.Math.Content.5.NF.A.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.[write a fraction name to match a fraction model with numerator of 1 and denominator of 28.identify , 1/3, of a setJidentify fraction model amounts with a numerator greater than 1 (i.e. 3/4)8use fraction models to match basic equivalent fractionsCCSS.Math.Content.5.NF.B.5bExplaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (na)/(nb) to the effect of multiplying a/b by 1.Gidentify fractions of a set with a numerator greater than 1 (i.e. 3/4)Iorder common fractions (i.e. 1/2, 1/4,3/4 1/3, 2/3) using measuring cupsRcompare common fractions to measuring cups to 0, 1/2 and 1 with symbols > < and =Midentify linear measurement that falls between whole numbers as 1/2" and 1/4"+identify fractions with common denominatorsCCSS.Math.Content.4.NF.B.3amUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.3add and subtract fractions with common denominators7add fractions with common denominators to total 1 whole7identify mixed number in terms of an amount in a recipeNsolve an addition problem using fraction models that results in a mixed numberBuse fraction models to identify fraction amounts from 1/10  10/104divide fractions 1/10 to 1/10 to convert to decimals!read decimals in the tenths place(read decimals in money terms .10 to .99Nadd and subtract decimals as money terms from .10 to 2.00 on a calculatorvmatch decimals .50 and .25 to fractions of 1/2 and 1/4 and relate to money (quarters) and time (quarter and halfpast)2match fractions to percentages 100%, 50% and 25%.Algebra: PatternsAlgebra: Number Patterns?Algebra: Missing Addends, Variables and Constant Rate of Change1Data Anaylsis & Probability: Matching and Sorting:Data Anaylsis & Probability: Object Graphs and Pictographs6Data Anaylsis & Probability: Prediction and Bar Graphs3Data Anaylsis & Probability: Categorical Data Graph,Data Anaylsis & Probability: Line Plot Graph=Data Anaylsis & Probability: Probability and Change Over TimeGeometry: More About Attributes Geometry: Plane and solid shapes&Geometry: Geometric Shapes and FiguresGGeometry: Plane and solid shapes (Two Dimensional and Congruent Shapes);Geometry: Plane and solid shapes (Three Dimensional Shapes).Geometry: Classification (Angles and Polygons)Measurement: CalendarMeasurement: TimeMeasurement: Time and MoneyMeasurement: Measurement tools&Measurement: Measuring Tools and Money Measurement: Weights and Lengths'Measurement: Perimeter, Area and Volume8Numbers & Operations: PreMath (Attending and Exploring)Numbers & Operations: Counting & Number Sense<Numbers & Operations: 2 and 3 Digit Numbers, and Place Value4Numbers & Operations: Larger Numbers and Place Value,Numbers & Operations: Addition & Subtraction9Numbers & Operations: Rounding, Estimating and Regrouping+Numbers & Operations: Multiplication Models%Numbers & Operations: Division Models*Numbers & Operations: Fractions and Wholes6Numbers & Operations: Adding and Subtracting Fractions6Numbers & Operations: Fractions, Decimals and Percents=++7t;?eBEqJ@NS;WQ[q^cph1k_pscx
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