1 st Grade Report Card Correlations with Targets Mathematics Trimester 1
|
|
- Prosper Barker
- 5 years ago
- Views:
Transcription
1 Trimester 1 Report Card Clusters Mathematics Florida Standards End of Trimester Targets Unit # Operations and Algebraic Thinking Represent and solve problems involving and apply properties of operations and the relationship between Add and subtract within 20. Work with subtraction equations. MAFS.1.OA Use 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. MAFS.1.OA Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) MAFS.1.OA Add and subtract within 20, demonstrating fluency for subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). MAFS.1.OA Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, = 3, =. Use objects, models, and drawings to solve addition word problems within 20 with unknowns in all positions. Use objects, models, and drawings to solve subtraction word problems within 20 with unknowns in all positions. Use Commutative Property and Associative Property to add. Use inverse operations and related facts to solve subtraction situations. Fluently (flexibly, efficiently, and accurately) add within 10. **This does not mean timed fact tests! Fluently (flexibly, efficiently, and accurately) subtract within 10. **This does not mean timed fact tests! Use strategies to add within 20. o Counting On o Making Ten o Decomposing to Make Ten o Doubles/ Near Doubles Use strategies to subtract within 20. o Counting Back o Use Ten to Subtract Determine the unknown in an addition sentence. Determine the unknown in a subtraction sentence. ***This does not mean addition with 3 addends. EX: = 6 1,2 1 1, 2 2
2 Number and Operations in Base Ten Extend the counting sequence. place value. MAFS.1.NBT Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. MAFS.1.NBT that the two digits of a two-digit number represent amounts of tens and ones. a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 0, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). d. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into tens and 14 ones). Count by 1s to 120, starting at any number. Read numerals between Represent numerals between Write numerals between Represent a 2-digit number as tens and ones. Explain the meaning of a ten with respect to a group of ones. Explain the meaning of teen numbers as a ten and some more ones. Describe a multiple of ten as a group of tens and no ones. Break apart (decompose) a number to tens and ones in multiple ways. 3 3 Measurement and Data Measure lengths indirectly and by iterating length units. MAFS.1.MD Order three objects by length; compare the lengths of two objects indirectly by using a third object. MAFS.1.MD.1.a - how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used to measure the attribute of length. b. the importance of the zero point and end point and that the length measure is the span between two points. c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length. Compare the length of two objects indirectly using the length of a third object. Describe the purpose of a ruler when measuring. Explain how to use the ruler to measure the length of an object. Describe the intervals on a ruler as equal lengths and without gaps/overlaps. Recognize that length measurement is additive (the longer the object, the greater the distance along the ruler). Measure objects to the nearest inch using a ruler. 4 4
3 Operations and Algebraic Thinking Report Card Clusters Represent and solve problems involving and apply properties of operations and the relationship between Add and subtract within st Grade Report Card Correlations with Targets Mathematics Florida Standards Trimester 2 MAFS.1.OA Use 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. MAFS.1.OA Solve 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. MAFS.1.OA Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) MAFS.1.OA subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. MAFS.1.OA.3. - Relate counting to subtraction (e.g., by counting on 2 to add 2). MAFS.1.OA Add and subtract within 20, demonstrating fluency for subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). End of Trimester Targets Use objects, models, and/or drawings to solve addition word problems within 20 with unknowns in all positions. Use objects, models, and/or drawings to solve subtraction word problems within 20 with unknowns in all positions. Use objects, drawings or equations to add three whole numbers whose sum is within 20. Use Commutative Property and Associative Property to add. Use inverse operations and related facts to solve subtraction situations. Use addition to solve subtraction situations. Identify related facts for Describe addition as counting on/up to a larger amount. Describe subtraction as counting back/down to a smaller amount. Use number paths and/or hundred charts to explain how subtraction affects the original amount. Fluently (flexibly, efficiently, and accurately) add within 10. **This does not mean timed fact tests! Fluently (flexibly, efficiently, and accurately) subtract within 10. **This does not mean timed fact tests! Use strategies to add within 20. o Counting On o Making Ten o Decomposing to Make Ten o Doubles/ Near Doubles Use strategies to subtract within 20. o Counting Back o Use Ten to Subtract Unit #,6,6
4 Number and Operations in Base Ten Work with subtraction equations. place value. Use place value understandi ng and properties of operations to add and subtract. MAFS.1.OA the meaning of the equal sign, and determine if equations involving subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, + 2 = 2 +, = + 2. MAFS.1.OA Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, = 3, =. MAFS.1.NBT Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. MAFS.1.NBT.3. - Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Recognize that the equal sign means that both sides of the equation have the same value. Determine if addition equations are true or false. Determine if subtraction equations are true or false. Determine the unknown in an addition sentence. Determine the unknown in a subtraction sentence. ***This does not mean addition with 3 addends. EX: = 6 Recognize that the value of the tens and ones digits determine the combined value of a number. the name and meaning of comparison symbols (<, =, and >). Use comparison symbols to evaluate twodigit numbers. Mentally find ten more than a given number. Describe how place value helps to find 10 more. Mentally find ten less than a given number. Describe how place value helps find 10 less
5 Operations and Algebraic Thinking Number and Operations in Base Ten Report Card Clusters Add and subtract within 20. Use place value understanding and properties of operations to add and subtract. Mathematics Florida Standards Trimester 3 MAFS.1.OA Add and subtract within 20, demonstrating fluency for subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). MAFS.1.NBT Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between subtraction; relate the strategy to a written method and explain the reasoning used. that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. MAFS.1.NBT Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between subtraction; relate the strategy to a written method and explain the reasoning used. End of Trimester Targets Fluently (flexibly, efficiently, and accurately) add within 10. **This does not mean timed fact tests! Fluently (flexibly, efficiently, and accurately) subtract within 10. **This does not mean timed fact tests! Use strategies to add within 20. o Counting On o Making Ten o Decomposing to Make Ten o Doubles/ Near Doubles Use strategies to subtract within 20. o Counting Back o Use Ten to Subtract Use place value strategies to add a onedigit plus a two-digit number within 100. Use place value strategies to add a twodigit number and a multiple of ten. Represent addition using concrete models and/or drawings. Represent addition based on place value, properties of operations and/or inverse operations. Explain how addition of a 2-digit number is changed when adding a multiple of ten and/or a group of ones. Use place value strategies to subtract multiples of ten in the range of from other multiples of ten in the range of Represent subtraction using concrete models and/or drawings. Represent subtraction based on place value, properties of operations and/or inverse operations. Explain how a multiple of ten is changed when a smaller multiple of ten is subtracted. Un it # 8 8 8
6 Measurement and Data Geometry Work with time and money. Represent and interpret data. Reason with shapes and their attributes. 1 st Grade Report Card Correlations with Targets MAFS.1.MD.2.a - Identify and combine values of money in cents up to one dollar working with a single unit of currency 1. a. Identify the value of coins (pennies, nickels, dimes, quarters). b. Compute the value of combinations of coins (pennies and/or dimes). c. Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) ***Students are not expected to understand decimal notation for combinations of dollars and cents. MAFS.1.MD Tell and write time in hours and half-hours using analog and digital clocks. MAFS.1.MD Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MAFS.1.G Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. MAFS.1.G Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. MAFS.1.G Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. for these examples that decomposing into more equal shares creates smaller shares. Identify coins and their values. Compute combinations of dimes and pennies. Compare individual coin values with comparison symbols (<, =, and >). Relate groups of like coin to a whole dollar. Know number of each coin needed to equal one dollar. Tell time to the hour on analog clocks. Tell time to the hour on digital clocks. Tell time to the half hour on analog clocks. Tell time to the half hour on digital clocks. Explain how the hour hand can help tell whether the time is o clock or half past. Read and create picture graphs. Read and create bar graphs. Read and create tally tables. Answer questions about data represented in picture graphs. Answer questions about data represented in bar graphs. Answer questions about data represented in tally tables. Determine the difference between defining and non-defining attributes of 3-dimensional shapes. Determine the difference between defining and non-defining attributes of 2-dimensional shapes. Build shapes that have certain defining attributes. Combine two-dimensional shapes to make a composite shape. Combine three-dimensional shapes to make composite shapes. Use composite shapes to create new composite shapes. Partition circles and rectangles into halves. Describe shares as halves or a half of. Describe a whole as two halves. Partition circles and rectangles into fourths or quarters. Describes shares as quarters, fourths, a quarter of, or a fourth of. Describe a whole as four fourths or four quarters
7
Mathematics Florida Standards (MAFS) Grade 1
Mathematics Florida Standards (MAFS) Grade 1 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.1.OA.1.1 Use addition and subtraction
More informationHuntington Beach City School District Grade 1 Mathematics Standards Schedule
2016-2017 Interim Assessment Schedule Orange Interim Assessment: November 1 - November 18, 2016 Green Interim Assessment: February 20 - March 10, 2017 Blueprint Summative Assessment: May 29 - June 16,
More informationPA Common Core - Common Core - PA Academic Standards Crosswalk Grades K-8
Grade 1 1.OA.1 Use Addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
More information1st GRADE MATH YEARLY PACING GUIDE. Quarter 1
Operations & (NBT) Measurement & Geometry(G) 1OA.1 Use addition and subtraction within 10 to adding to taking from, putting together, taking apart, comparing 1.NBT.1 Count to 30, starting at any number
More informationTeacher: CORE Math Grade 1 Year: Content Skills VocabularyAssessments Lessons Resources Standards
Teacher: CORE Math Grade 1 Year: 2010-11 Course: Math Grade 1 Month: All Months S e p t e m b e r Numbers Operations in Base Ten Content Skills VocabularyAssessments Lessons Resources Stards Count: Count
More informationCalifornia CCSS Mathematics Grades 1-3
Operations and Algebraic Thinking 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,
More informationMonroe County Schools First Grade Math
Grade 1 Overview Operations and Algebraic Thinking [OA] Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition
More informationGrade 1 Math. Grade 1 Math
Louisiana Student Standards Counting and Cardinality: Understand the relationship between numbers and quantities. LC.1.CC.1a Use a number line to count up to 31 objects by matching 1 object per number.
More information1 st Grade LEUSD Learning Targets in Mathematics
1 st Grade LEUSD Learning Targets in Mathematics 8/21/2015 The learning targets below are intended to provide a guide for teachers in determining whether students are exhibiting characteristics of being
More informationCommon Core Georgia Performance Standards First Grade Advanced
Common Core Georgia Performance Standards First Grade Advanced Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Creating Routines Using Data Developing Base Ten Number Sense Understanding Shapes and Fractions
More informationFlorida MAFS. Alignment with Mathletics. Supported by independent evidence-based research and practice. Powerful reporting.
Supported by independent evidence-based research and practice. Aligned to Mathematics Florida Standards (MAFS) Powerful reporting Student center V.18082015 Content Florida Kindergarten 02 Florida Grade
More informationEssential Questions Warren County Public Schools First Grade Common Core Math Planning and Pacing Guide (1 st Quarter)
Essential Questions Warren County Public Schools First Grade Common Core Math Planning and Pacing Guide (1 st Quarter) Unit Time Frame Objective Number Common Core Standard Essential Questions Key Terms
More informationFirst Grade Common Core Math: Freebie
First Grade Common Core Math: Freebie By: Renee Jenner Fonts: Jen Jones Graphics: www.mycutegraphics.com Common Core Math Operations and Algebraic Thinking Represent and solve problems involving addition
More information3 rd Grade Remediation Guide
3 rd Grade Remediation Guide Focused remediation helps target the skills students need to more quickly access and practice on-grade level content. This chart is a reference guide for teachers to help them
More informationA Correlation of. Student Activity Book. to the Common Core State Standards for Mathematics. Grade 2
A Correlation of Student Activity Book to the Common Core State Standards for Mathematics Grade 2 Copyright 2016 Pearson Education, Inc. or its affiliate(s). All rights reserved Grade 2 Units Unit 1 -
More informationDiocese of Boise Math Curriculum 1 st grade
Diocese of Boise Math Curriculum 1 st grade ESSENTIAL What is counting and how can it be used? What are the different ways to solve word problems? Counting and Cardinality A1 Know and use number names
More informationPA Core Standards For Mathematics Curriculum Framework Grade Level 1
OCT 206 PA Core Standards For Mathematics Grade Level Numerical Count to 20, starting at any CC.2...B. Sequence number less than 20. Place Value Read and write numerals up to 20 and represent a number
More informationAnalysis of California Mathematics standards to Common Core standards- Kindergarten
Analysis of California Mathematics standards to Common Core standards- Kindergarten Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Strand Number Sense
More informationMath Curriculum Grades K-8
Warren Township Schools Warren Township, NJ Math Curriculum Grades K-8 Dr. Tami R. Crader Adopted: September 23, 2013 Superintendent of Schools Retroactive to Sept. 1, 2013 for implementation Sondra R.
More informationBi-County Collaborative
Bi-County Collaborative Making It Possible Mathematics Curriculum Map Grades Kindergarten 12 August 2014 KINDERGARTEN PAGE 2 GRADE 7 PAGE 49 GRADE 1 PAGE 6 GRADE 8 PAGE 57 GRADE 2 PAGE 11 GRADE 9 PAGE
More informationGranite School District Parent Guides Utah Core State Standards for Mathematics Grades K-6
Granite School District Parent Guides Grades K-6 GSD Parents Guide for Kindergarten The addresses Standards for Mathematical Practice and Standards for Mathematical Content. The standards stress not only
More informationStandards for Mathematical Practice. Counting and Cardinality Standard. Abbreviation
Kindergarten 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.
More informationKentucky Department of Education MATHEMATICS CROSSWALK
Kentucky Department of Education MATHEMATICS CROSSWALK GRADE K Counting and Cardinality...1 Geometry...4 Measurement and Data...6 Number and Operations in Base Ten...7 Operations and Algebraic Thinking...8
More informationMathematics Crosswalk All Grades G Common Core Std MG GD POS Standard(s) DM Notes K CC.K.CC.1 Count to 100 by ones and by tens.
K CC.K.CC.1 Count to 100 by ones and by tens. K-3 0 to -3 KY.K-3.N.SC.1 Number Sense: Students will read, write, count and model whole numbers 0-10,000, developing an understanding of place value for ones,
More informationSCIS-HIS. Teaching and Learning Standards January Mathematics Grades K - 5
SCIS-HIS Teaching and Learning Standards January 2015 Mathematics Grades K - 5 Table of Contents Introduction... 3 Kindergarten... 3 Counting & Cardinality... 3 Operations & Algebraic Thinking... 4 Number
More informationMathematics Standards: Kindergarten
Kindergarten Mathematics Kindergarten In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects;
More informationElementary School Learning Progressions
What is the purpose of this document? Elementary School Learning Progressions This document is designed to help educators as they transition into the 2012 Mathematics Course of Study. All of the standards
More informationKindergarten Standards Counting and Cardinality Analyze, compare, create, and compose shapes. Know number names and the count sequence.
Kindergarten Standards 1. Representing and comparing whole numbers, initially with sets of objects Students use numbers, including written numerals, to represent quantities and to solve quantitative problems,
More informationMATHEMATICS K 12 SUBJECT BOOKLET
MATHEMATICS 2018 19 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spells out the essential things students are
More informationK-8 Math Standards by Domain
In this document, the Louisiana Student Standards for Mathematics for Kindergarten through Grade 8 are listed by domain and then by grade. The purpose of this arrangement is to show how mathematical concepts
More informationAISJ Mathematics Scope & Sequence Grades PreK /14
The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards
More informationMathletics Common Core State Standards Alignment
Mathletics Common Core State Stards Alignment Grades K High School Supported by independent evidence-based research practice CCSS ready Powerful reporting Student centered V.13012016 CCSS Stards Content
More informationMathematics- Grade 1
The East Greenwich School District adopted the Model Curriculum, developed by the State of New Jersey. This curriculum is aligned with the Common Core State Standards and is organized into 5 units of study.
More informationNext Generation CSOs Reference Packet. Mathematics K-8
Next Generation CSOs Reference Packet Mathematics K-8 Next Generation CSOs Mathematics - Kindergarten Information Page 1 of 4 Back Mathematics (M) Kindergarten In Kindergarten, instructional time should
More informationMATHEMATICS COMMON CORE LEARNING TARGETS KINDERGARTEN
KINDERGARTEN Counting and Cardinality K n o w n u m b e r n a m e s a n d t h e c o u n t s e q u e n c e Count to 100 by ones. Count to 100 by tens. Count starting at a number other than 1. Write numbers
More informationCorrelations to the Common Core State Standards: Kindergarten
Correlations to the Common Core State s: Kindergarten L-1, Building the Hundreds Counting and Cardinality Know number names and the count sequence. K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count
More informationKindergarten. composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Kindergarten 1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of 8. Look for and express regularity in repeated reasoning. Standards Counting
More informationCommon Core State Standards covered at CK Grade Level
Kindergarten covered above or below CK Grade Level I. Patterns and Classification Establish concepts of likeness and difference by sorting and classifying objects according to various attributes: size,
More informationStrand Common Core Standards (CCS) Strand California Standards (CS) Comments
Notes The California Academic Content Standards Commission is considering adopting the national Common Core standards in place of the state's existing standards and at the same time also modestly augmenting
More informationommon Core STATE STANDARDS
Common Core State Standards Proven to Raise Achievement for Struggling Students Grades 2 12 RTI Aligned to the ommon Core STATE STANDARDS tel 800.225.5750 epsbooks.com fax 888.440.2665 Academy of MATH
More informationC R O S S W A L K. Next Generation Mathematics Content Standards and Objectives for WV Schools
C R O S S W A L K Next Generation Mathematics Content Standards and Objectives for WV Schools Introduction to the Next Generation West Virginia Content Standards and Objectives Crosswalk to the West Virginia
More informationComparison of the Common Core Standards to the Nebraska Standards for Mathematics, Grades K 12
For the Nebraska Department of Education Comparison of the to the Nebraska Standards for Mathematics, Grades K 12 September 2013 (Final) About McREL Mid-continent Research for Education and Learning (McREL)
More informationNorthwest Arkansas Instructional Alignment Second Grade Mathematics. Objective
NO.3.2.4 Solve problems using a variety of methods and tools objects, mental computation, paper and pencil, and with and without appropriate technology NOTE: The skills of this SLE are to be utilized throughout
More informationAnalysis of California Mathematics standards to Common Core standards-grade 3
Analysis of California Mathematics standards to Common Core standards-grade 3 Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 1.0 Number Sense 1.0 Students
More informationMathematical Practices and Kindergarten through Grade 8 Standards
Mathematical Practices and Kindergarten through Grade 8 Standards Achieve Alignment and Commentary: Yellow highlighted rows indicates a gap in the alignment between the CCSS and NY Differences in grade
More informationHarbor Creek School District
Numeration Unit of Study Big Ideas Algebraic Concepts How do I match a story or equation to different symbols? How do I determine a missing symbol in an equation? How does understanding place value help
More informationGRADE LEVEL: THIRD SUBJECT: MATH DATE: CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY ISTEP
GRADE LEVEL: THIRD SUBJECT: MATH DATE: 2015 2016 GRADING PERIOD: QUARTER 1 MASTER COPY 9 24 15 CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY ISTEP NUMBER SENSE Standard form Expanded form Models
More informationAlignment of Iowa Assessments, Form E to the Common Core State Standards, Levels 5 6/Kindergarten
Alignment of Iowa Assessments, Form E to the Common Core State s, Levels 5 6/Kindergarten per Per L L L3 K C Ap An S E K.CC.. Count to 00 by ones and by tens K.CC.. Count forward beginning from a given
More informationGrade 1. Number and Operations 97 Geometry 101 Fractions 102 Measurement 102 Data 103. The Number System
PART 5 SCOPE AND SEQUENCE Looking Back At: Kindergarten Number and Operations 9 Geometry 9 Measurement 95 Data 96 Number and Operations 97 Geometry 0 Fractions 02 Measurement 02 Data 0 Looking Forward
More informationBeginning of the Year Test (Assessment Guide)
Beginning of the Year Test (Assessment Guide) 30 Days 9/3 10/16 Unit 1 Early Number Activities 1.1.D Order objects or events using ordinal numbers. 1.1.F Fluently compose and decompose numbers to 10. 1.1.I
More informationCommon Core Essential Elements (3=mastery) EEK.CC.1. Starting with one, count to 10 by ones. EEK.CC.3. N/A
Kindergarten Common Core Grade-Level Clusters Common Core Essential Elements (3=mastery) WV Extended Standards Performance Level Counting and Cardinality Know number names and the count sequence K.CC.1
More informationMulti-grade groups of teachers
The concept of learning progressions was critical in the development and review of the Common Core State Standards (CCSS). Ohio s learning progressions developed during Ohio s international benchmarking
More informationMath Curriculum. Alignment to Common Core State Standards
COMMON CORE LEARNING Math Curriculum Alignment to Common Core State Standards COMMON CORE MATHEMATICS PRACTICES Throughout our curriculum DreamBox incorporates the Standards for Mathematical Practice,
More informationGrade 3 Unit Standards ASSESSMENT #1
ASSESSMENT #1 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties
More informationBridges in Mathematics & Number Corner Second Edition, Grade 2 State of Louisiana Standards Correlations
Bridges in Mathematics & Number Corner Second Edition, Grade 2 State of Louisiana Standards Correlations Grade 2 Overview Operations & Algebraic Thinking A. Represent and solve problems involving addition
More informationCommon Core State Standards for Mathematics
A Correlation of To the Common Core State Standards for Mathematics Kindergarten Kindergarten Units Unit 1 - Counting People, Sorting Buttons Unit 2 - Counting Quantities, Comparing Lengths Unit 3 - Make
More informationK-12 Louisiana Student Standards for Mathematics: Table of Contents
K-12 Louisiana Student Standards for Mathematics: Table of Contents Introduction Development of K-12 Louisiana Student Standards for Mathematics... 2 The Role of Standards in Establishing Key Student Skills
More informationDCSD Common Core State Standards Math Pacing Guide 3rd 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 informationMathematics. College and Career Ready Standards. BOE Approved: May 13, Russell County USD 407
College and Career Ready Standards Mathematics BOE Approved: May 13, 2013 1 Russell County USD 407 802 N. Main Russell, KS 67665 (785) 483-2173 office (785) 483-2175 fax Table of Contents Kindergarten...
More informationCommon Core State Standards (CCSS) for Mathematics 2007 Mississippi Mathematics Framework Revised (MMFR) Alignment Analysis
Common Core State Standards (CCSS) for Mathematics 2007 Mississippi Mathematics Framework Revised (MMFR) Alignment Analysis Mississippi Department of Education Non-Tested Grades Program Associates: María
More informationMonrovia School District Grade One Common Core Math Pacing
Trimester 3 retest (optional) March 23 Monrovia School District Grade One ommon ore Math acing 2017-2018 Trimester 3 retest Exam Use the information as an additional pacing tool to guide instruction. Beyond
More informationNorthwest Arkansas Instructional Alignment First Grade Mathematics
FP.1.2 NO.3.1.3 Solve problems by using a variety of methods and tools objects, mental computations, paper and pencil and with and without appropriate technology NO. 1.1.1 Use efficient strategies to count
More informationK-12 California s Common Core Content Standards for
K-12 California s Common Core Content Standards for Mathematics Updated 10/18/10 Mathematics Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise
More informationDynamic Learning Maps Essential Elements Mathematics. Version 2 Comparison Document
Dynamic Learning Maps Essential Elements Mathematics Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS FOR KINDERGARTEN Kindergarten Mathematics Domain: Counting and Cardinality K.CC.1. Count
More informationNew Paltz Central School District Mathematics Third Grade
September - Unit 1: Place Value and Numeration/Addition and Use hundred charts and number lines. Place Value October Subtraction Read and write numbers to 1,000. Pre- What is place value? Order numbers
More informationTexas Essential Knowledge and Skills Mathematics
Texas Essential Knowledge and Skills Mathematics EducAide s Coverage of Grades 1 8 and High School This document shows EducAide s coverage of the TEKS for mathematics, grades 1 8 and High School (2012
More informationMATHEMATICS STANDARDS
CATHOLIC ELEMENTARY AND MIDDLE SCHOOL MATHEMATICS STANDARDS 2016 This document includes all of the Common Core State Standards in Mathematics plus the Archdiocesan recommended additions. All of the Archdiocesan
More informationBridges in Mathematics & Number Corner Second Edition Common Core State Standards Correlations
Bridges in Mathematics & Number Corner Second Edition Common Core State Standards Correlations In Grade, instructional time should focus on four critical areas: () developing understanding of addition,
More informationSequence Units for the CCRS in Mathematics Grade 3
Sequence Units for the CCRS in Mathematics Grade 3 You must begin explicit instruction of the eight s of Mathematical Practice. Students are expected to know and be able to use them daily. First 9 Weeks
More informationnumber to represent the problem.
Domain: Operations and Algebraic Thinking Cluster 1 MAFS.1.OA.1.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking
More informationCalifornia 3 rd Grade Standards / Excel Math Correlation by Lesson Number
California 3 rd Grade Standards / Lesson (Activity) L1 L2 L3 L4 L5 L6 L7 L8 Excel Math Lesson Objective Learning about the tens place and the ones place; adding and subtracting two-digit numbers; learning
More informationGrade 3 Yearlong Mathematics Map
Grade 3 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessments Common Core State Standards Standards for
More informationMathematics: Crosswalk AERO and the Common Core. Introduction
Mathematics: Crosswalk AERO and the Common Core Introduction AERO Mathematics Curriculum Framework...2 FAQ Common Core.3 Crosswalk Kindergarten.7 Grade 1...14 Grade 2...20 Grade 3...26 Grade 4...34 Grade
More informationVertical Progression FOR THE NC STANDARD COURSE OF STUDY IN MATHEMATICS. N C D e p a r t m e n t o f P u b l i c I n s t r u c t i o n
Vertical Progression FOR THE NC STANDARD COURSE OF STUDY IN MATHEMATICS N C D e p a r t m e n t o f P u b l i c I n s t r u c t i o n Table of Contents DOMAIN GRADES / COURSE PAGE K 1 2 3 4 5 6 7 8 M1
More informationGrade 3. Grade 3 K 8 Standards 23
Grade 3 In grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing
More informationHamburg School Mathematics Curriculum
Hamburg School Mathematics Curriculum March 2010 Hamburg School K 8 Mathematics Common Core Mastery Indicators Key: B = Beginning to explore concept/skill D = In process of developing the concept/skill
More informationMathematics Grade 3. grade 3 21
Mathematics Grade 3 In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within
More informationCSS Topics / Lessons Terminology
Page 1 Module Sequence: 1, 2, 3, 4, 5, 6, 7 1: August 14, 2017 September 20, 2017 Module 1 1 Module 1 Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10 Operations
More informationMeasurement and Data Core Guide Grade 1
Measure lengths indirectly and by iterating length units (Standards 1 2). Standard 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Understand
More informationCommon Core State Standards for Mathematics
Common Core State Standards for Mathematics EducAide s Coverage of Grades 1 8 and High School This document shows EducAide s coverage of Common Core State Standards for Mathematics, grades 1 8 and High
More informationThird Grade One-Page Math Curriculum Map for
Third Grade One-Page Math Curriculum Map for 2015-16 First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks OA.1 OA.2 OA.3 OA.5 (Only use Commutative Property of Multiplication) OA.8 (No
More informationMATHEMATICS K 12 SUBJECT BOOKLET
MATHEMATICS 2017 18 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spells out the essential things students are
More informationBridges in Mathematics & Number Corner Second Edition Common Core State Standards Correlations
Bridges in Mathematics & Number Corner Second Edition Common Core State Standards Correlations In Grade, instructional time should focus on four critical areas: (1) extending understanding of base ten
More informationPA Core Standards For Mathematics 2.2 Algebraic Concepts PreK-12
Addition and Represent addition and subtraction with CC.2.2.PREK.A.1 Subtraction objects, fingers, mental images, and drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
More informationMadison County Schools Suggested 3 rd Grade Math Pacing Guide,
Madison County Schools Suggested 3 rd Grade Math Pacing Guide, 2016 2017 The following Standards have changes from the 2015-16 MS College- and Career-Readiness Standards: Significant Changes (ex: change
More informationSupplemental Mathematics
Iowa Assessments TM FORM E Supplemental Classification Guide LEVELS 5 14 Adopt Plan Administer Finalize INTERPRET Implement FORM E LEVELS 5 14 Supplemental Classification Guide Acknowledgments Photographs
More informationK.CC.1 - Count to 100 by ones and tens.
Kindergarten Math Essential Standards 2017-2018 Trimester 1 Trimester 2 Trimester 3 Counting and Cardinality Counting and Cardinality Counting and Cardinality K.CC.2 - Count forward beginning from a given
More informationJUMPMath. Manitoba Curriculum Correlations. Contents
Manitoba Curriculum Correlations JUMPMath Contents Grade 1 JUMP Math Manitoba Curriculum Correlation 1-1 Grade 2 JUMP Math Manitoba Curriculum Correlation 2-1 Grade 3 JUMP Math Manitoba Curriculum Correlation
More informationSt. Ann s Academy - Mathematics
St. Ann s Academy - Mathematics Students at St. Ann s Academy will be able to reason abstractly and quantitatively. Students will define, explain, and understand different types of word problems (simple
More informationNext Generation Sunshine State Standards Grade K
Next Generation Sunshine State Standards Grade K Benchmark Level B Level C Big Idea 1: Represent, compare, and order whole numbers, and join and separate sets. MA.K.A.1.1 Represent quantities with numbers
More informationMontana Content Standards for Mathematics. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 K-12
Montana Content Standards for Mathematics Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 K-12 Contents Introduction to Montana Mathematica Practices
More informationMathematics. K-12 Curriculum and Curriculum Analysis. Adopted by the Mattoon Community Unit Number Two School Board TBD
Mathematics K-12 Curriculum and Curriculum Analysis Developed by the Teachers of Mattoon Community Unit Number Two School District Adopted by the Mattoon Community Unit Number Two School Board TBD Approved
More informationGrades K 6. Tap into on-the-go learning! hmhco.com. Made in the United States Text printed on 100% recycled paper hmhco.
Tap into on-the-go learning! C A L I F O R N I A Scop e a n d Se q u e n c e Grades K 6 Made in the United States Text printed on 100% recycled paper 1560277 hmhco.com K Made in the United States Text
More informationGrade 3 Common Core State Standards Curriculum Correlations
Grade 3 Common Core State Standards Curriculum Correlations NOTE: The italicized gray JUMP Math lessons contain prerequisite material for the Common Core standards. D Domain OA Operations and Algebraic
More information3 + 1 = 4. First Grade. Addition: Combining two or more numbers to find a total.
First Grade 425 Addition: Combining two or more numbers to find a total. + = 3 + 1 = 4 Arithmetic: The basic math that we do in everyday life involving addition, subtraction, multiplication and/or division.
More informationPrioritized Mathematic Common Core State Standards
Prioritized Mathematic Common Core State Standards Northwest Regional Education Services District convened a group of teachers, administrators, ESD and ODE representatives on August 17 & 18, 2011 to prioritize
More informationMATHEMATICS CURRICULUM REVIEW YEAR
MATHEMATICS CURRICULUM REVIEW YEAR 2011-2012 K GRADE 12 TABLE OF CONTENTS PAGE Mathematics Curriculum Philosophy 2 Mathematics K -12 Curriculum Committee 2 Standards for Mathematical Practice 3 Mathematics
More informationMega Math Table of Contents
Mega Math Table of Contents Country Countdown Block Busters A. Concept of Addition B. Concept of Subtraction C. Addition Patterns Sums of 10 or less D. Subtraction Patterns Differences from 10 or less
More informationSTANDARDS FOR MATHEMATICAL PRACTICE
STANDARDS FOR MATHEMATICAL PRACTICE The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices
More informationCommon Core State Standards for Mathematics
A Correlation of To the Common Core State Standards for Mathematics Units Unit 1 - Understanding Equal Groups Unit 2 Graphs and Line Plots Unit 3 - Travel Stories and Collections Unit 4 - Perimeter, Area,
More information