1st GRADE MATH YEARLY PACING GUIDE. Quarter 1


 Kerry McGee
 1 years ago
 Views:
Transcription
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 less than 30. In this range, read and write numerals and represent a number of objects with a written numeral. a. Count to 30 orally, starting at any number less than 30. b. Read numerals up to 30. c. Write numerals up to 1.OA.3 Apply properties of operations as strategies to add and subtract. If = 11 is known, then = 11 is also known. (Commutative property of addition.) 1.NBT.2 Develop an understanding that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 20 are composed of a ten and a one, two, three, four, five, six, seven, eight, or nine ones. Quarter 1 Understand subtraction as problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. (missing addend) 20, developing fluency for within 10*. Add and subtract within 20 using strategies such as: counting on (+ /1 and 2) Page 1
2 Operations & 1OA.1 Use addition and subtraction within 10 to adding to taking from putting together taking apart comparing 1.OA.3 Apply properties of operations as strategies to add and subtract. If = 11 is known, then = 11 is also known. (Commutative property of addition.) Quarter 2 1.OA.5 Understand subtraction as REVISIT: Relate problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. (missing addend) counting to addition and subtraction (e.g., by counting on 2 to add 2). 20, developing fluency for within 10*. Add and subtract within 20 using strategies such as: Make Ten (i.e., = 10, 10 3 = 7) Add 0 (NBT) Measurement & 1.NBT.1 Count to 80, starting at any number less than In this range, read and write numerals and represent a number of objects with a written numeral. a. Count to 80 orally, starting at any number less than b. Read numerals up to c. Write numerals up to 1.NBT.2 1.NBT.3 Understand that the two Identify and compare digits of a twodigit numerals using number represent mathematical tools amounts of tens and ones. and dynamic Understand the following vocabulary. as special cases: Use = symbol. c. The numbers 10, 20, a. Compare two twodigit 30, 40, 50, 60, 70, 80, numbers based on 90 refer to one, two, three four, five, six, meanings of the tens and seven, eight, or nine ones digits. tens (and 0 ones) 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences). Relate the strategy to a written reasoning used. Use: concrete models drawings strategies based on place value properties of operations the relationship between addition and subtraction Page 2
3 Geometry(G) 1.G.1 a. Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size) b. Build and draw shapes to possess defining attributes Quarter 2 Continued 1.G.2 1.G.3 a. Compose twodimensional shapes rectangles into two and Partition circles and (rectangles, squares, four equal shares. trapezoids, triangles, halfcircles, and quarter triangles together to make Compose shapes (put two circles) to create a a quadrilateral) composite shape. Understand for these b. Compose threedimensional shapes decomposing into more examples, that (cubes, right rectangular equal shares creates prisms, right circular smaller shares. cones, and right circular Describe the shares cylinders) to create a using the words halves, composite shape. fourths, and quarters, and use the phrases c. Compose new shapes half of, fourth of, and from the composite shape. quarter of. Describe the whole as Page 3
4 Operations & 1.OA.1 Use addition and subtraction within 20 to adding to taking from putting together taking apart comparing 1.OA.3 Apply properties of operations as strategies to add and subtract. If = 11 is known, then = 11 is also known. (Commutative property of addition.) Quarter 3 1.OA.5 Understand subtraction as problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. (missing addend) Relate counting to (e.g., by counting on 2 to add 2). 20, developing fluency for within 10*. Add and subtract within 20 using various strategies. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 =? 3, =?. (NBT) 1.NBT.2 1.NBT.3 Understand that the two Identify and compare digits of a twodigit numerals using number represent mathematical tools amounts of tens and ones. and dynamic Understand the following vocabulary. as special cases: Use = symbol. c. The numbers 10, 20, b. Record the results of 30, 40, 50, 60, 70, 80, comparisons with the 90 refer to one, two, three four, five, six, symbols >, =, and <. seven, eight, or nine tens (and 0 ones) 1.NBT.4 Add within 100. Relate the strategy to a written reasoning used. Including: a. Adding a twodigit number and a onedigit number, within 100. b. Adding a twodigit number and a multiple of 10, using: concrete models drawings strategies based on place value properties of operations the relationship between addition and subtraction Quarter 3 Continued 1.NBT.5 Given a twodigit number, mentally find 10 more or 10 less than the number, with counting; explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range from multiples of 10 in the range (positive or zero differences). Relate the strategy to a written reasoning used. Use: concrete models drawings strategies based on place value properties of operations the relationship between addition and subtraction Page 4
5 Measurement & Geometry(G) 1.MD.1 Order and compare objects by length. a. Order three objects by length. b. Compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express length and understand what the length of an object represents. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. a. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; b. Understand that the length measurement of an 1.MD.3 Review, tell and write time in hours and halfhours using analog and digital clocks. 1.MD.4 Organize and represent categories and Interpret categories. Ask and answer questions about: the total number of data points how many in each category how many more or less are in one category than in another. Page 5
6 Operations & 1OA.1 Use addition and subtraction within 10 to adding to taking from, putting together, taking apart, comparing 1.OA.2 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 to represent the problem drawings to represent the problem equations with a symbol for the unknown number to represent the problem 1.NBT.1 1.NBT.3 Count to 120, starting at Identify and compare any number less than 120. numerals using In this range, read and mathematical tools write numerals and and dynamic represent a number of vocabulary. objects with a written Use = symbol. numeral. a. Compare two twodigit a. Count to 80 orally, numbers based on starting at any number meanings of the tens and less than ones digits. b. Read numerals up to c. Write numerals up to Quarter 4 Understand subtraction as problem. 1.NBT.4 Add within 100. Relate the strategy to a written reasoning used. Including: a. Adding a twodigit number and a onedigit number, within 100. b. Adding a twodigit number and a multiple of 10, using: concrete models drawings strategies based on place value properties of operations the relationship between c. Understand that in adding twodigit numbers, it requires adding tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 20, for addition and subtraction within 10*. 20 using strategies such as: +10 (i.e = 15) * Includes as foundation for upcoming strategies 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving are true or false. For example, which of the following equations are true and which are false? (Use = 7, 6 = 6, 7 = 8 1 structures) 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 =? 3, =?. Page 6
7 Measurement & Geometry(G) 1.MD.1 Order and compare objects by length. a. Order three objects by length. b. Compare the lengths of two objects indirectly by using a third object. 1.G.3 Partition circles and rectangles into two and four equal shares. Compose shapes (put two triangles together to make a quadrilateral) Understand for these examples, that decomposing into more equal shares creates smaller 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 1.MD.2 Express length and understand what the length of an object represents. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. a. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; b. Understand that the length measurement of an object is the number of Quarter 4 Continued 1.MD.3 Review, tell and write time in hours and halfhours using analog and digital clocks. 1.MD.4 Organize and represent categories and Interpret categories. Ask and answer questions about: the total number of data points how many in each category how many more or less are in one category than in another. All standards will be reviewed in the final four weeks of the year. Page 7
Huntington Beach City School District Grade 1 Mathematics Standards Schedule
20162017 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 informationTeacher: CORE Math Grade 1 Year: Content Skills VocabularyAssessments Lessons Resources Standards
Teacher: CORE Math Grade 1 Year: 201011 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 informationPA Common Core  Common Core  PA Academic Standards Crosswalk Grades K8
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 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 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 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 informationMathematics 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 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 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 information1 st Grade Report Card Correlations with Targets Mathematics Trimester 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
More informationCalifornia CCSS Mathematics Grades 13
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 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 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 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 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 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 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. K3 0 to 3 KY.K3.N.SC.1 Number Sense: Students will read, write, count and model whole numbers 010,000, developing an understanding of place value for ones,
More informationMath Curriculum Grades K8
Warren Township Schools Warren Township, NJ Math Curriculum Grades K8 Dr. Tami R. Crader Adopted: September 23, 2013 Superintendent of Schools Retroactive to Sept. 1, 2013 for implementation Sondra R.
More informationCorrelations to the Common Core State Standards: Kindergarten
Correlations to the Common Core State s: Kindergarten L1, 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 informationBiCounty Collaborative
BiCounty 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 informationMonrovia School District Grade One Common Core Math Pacing
Trimester 3 retest (optional) March 23 Monrovia School District Grade One ommon ore Math acing 20172018 Trimester 3 retest Exam Use the information as an additional pacing tool to guide instruction. Beyond
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 informationSCISHIS. Teaching and Learning Standards January Mathematics Grades K  5
SCISHIS 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 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 Midcontinent Research for Education and Learning (McREL)
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 information3 rd Grade Remediation Guide
3 rd Grade Remediation Guide Focused remediation helps target the skills students need to more quickly access and practice ongrade level content. This chart is a reference guide for teachers to help them
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 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 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 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 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 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 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 informationGranite School District Parent Guides Utah Core State Standards for Mathematics Grades K6
Granite School District Parent Guides Grades K6 GSD Parents Guide for Kindergarten The addresses Standards for Mathematical Practice and Standards for Mathematical Content. The standards stress not only
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 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 informationMathletics Common Core State Standards Alignment
Mathletics Common Core State Stards Alignment Grades K High School Supported by independent evidencebased research practice CCSS ready Powerful reporting Student centered V.13012016 CCSS Stards Content
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 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 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 informationK8 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 informationNext Generation CSOs Reference Packet. Mathematics K8
Next Generation CSOs Reference Packet Mathematics K8 Next Generation CSOs Mathematics  Kindergarten Information Page 1 of 4 Back Mathematics (M) Kindergarten In Kindergarten, instructional time should
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 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 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 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 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 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 informationThird Grade OnePage Math Curriculum Map for
Third Grade OnePage Math Curriculum Map for 201516 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 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 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 GradeLevel 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 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 NonTested Grades Program Associates: María
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 informationFlorida MAFS. Alignment with Mathletics. Supported by independent evidencebased research and practice. Powerful reporting.
Supported by independent evidencebased research and practice. Aligned to Mathematics Florida Standards (MAFS) Powerful reporting Student center V.18082015 Content Florida Kindergarten 02 Florida Grade
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) 4832173 office (785) 4832175 fax Table of Contents Kindergarten...
More informationK12 Louisiana Student Standards for Mathematics: Table of Contents
K12 Louisiana Student Standards for Mathematics: Table of Contents Introduction Development of K12 Louisiana Student Standards for Mathematics... 2 The Role of Standards in Establishing Key Student Skills
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 informationAnalysis of California Mathematics standards to Common Core standardsgrade 3
Analysis of California Mathematics standards to Common Core standardsgrade 3 Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 1.0 Number Sense 1.0 Students
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 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 informationObjective: Recognize halves within a circular clock face and tell time to the half hour.
Lesson 13 1 5 Lesson 13 Objective: Recognize halves within a circular clock face and tell time to the half Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
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 informationMultigrade 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 informationK12 California s Common Core Content Standards for
K12 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 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 informationMathematics. K12 Curriculum and Curriculum Analysis. Adopted by the Mattoon Community Unit Number Two School Board TBD
Mathematics K12 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 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 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 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 informationMontana Content Standards for Mathematics. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 K12
Montana Content Standards for Mathematics Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 K12 Contents Introduction to Montana Mathematica Practices
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 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 informationK K.OA.2 1.OA.2 2.OA.1 3.OA.3 4.OA.3 5.NF.2 6.NS.1 7.NS.3 8.EE.8c
K.OA.2 1.OA.2 2.OA.1 3.OA.3 4.OA.3 5.NF.2 6.NS.1 7.NS.3 8.EE.8c Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to Solve word problems that
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 201516 MS College and CareerReadiness Standards: Significant Changes (ex: change
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 informationSupplemental Resources: Engage New York: Lesson 121, pages 1.A.31.F.45 3 rd Grade Math Folder Performance Task: Math By All Means (Multiplication
Unit 1: Properties of Multiplication and Division and Solving Problems with Units of 2, 3, 4, 5, and 10 (25 days) Unit Description: This unit begins the year by building on students fluency with repeated
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 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 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 informationCrosswalk from 2003 to 2009 Standards  Grade 3 Bolded items are new to the grade level Notes
Crosswalk from 2003 to 2009 Standards  Grade 3 Bolded items are new to the grade level. 2003 2009 Notes 1.01 Develop number sense for whole numbers through 9,999. Number & Operation 3.N.1 Understand the
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 informationVocabulary Cards and Word Walls Revised: May 23, 2011
Vocabulary Cards and Word Walls Revised: May 23, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More informationCOMMON CORE STATE STANDARDS FOR Mathematics
COMMON CORE STATE STANDARDS FOR Mathematics Table of Contents Introduction 3 Standards for Mathematical Practice 6 Standards for Mathematical Content Kindergarten 9 Grade 1 13 Grade 2 17 Grade 3 21 Grade
More informationGrades K 6. Tap into onthego learning! hmhco.com. Made in the United States Text printed on 100% recycled paper hmhco.
Tap into onthego 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 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 25 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 informationCUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: Cumberland Co. Elementary Subject: Math Grade: Kindergarten
CUMBERLAND COUNTY SCHOOL DISTRICT Benchmark Assessment 1 Instructional Timeline: Weeks 19 Topic(s): Unit 1: Numbers to 10 K.CC.3: Write numbers from 020. Represent a number of objects with a written
More informationK.CC.1  Count to 100 by ones and tens.
Kindergarten Math Essential Standards 20172018 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 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 informationMATHEMATICS CURRICULUM REVIEW YEAR
MATHEMATICS CURRICULUM REVIEW YEAR 20112012 K GRADE 12 TABLE OF CONTENTS PAGE Mathematics Curriculum Philosophy 2 Mathematics K 12 Curriculum Committee 2 Standards for Mathematical Practice 3 Mathematics
More informationSubject Math Third Grade. Goal: 1 The learner will model, identify, and compute with whole numbers through 9,999.
Goal: 1 The learner will model, identify, and compute with whole numbers through 9,999. Objective Task Analysis Vocabulary Materials/Resources 1.01 Develop number Count a set of objects by 3, 5, and 10.
More informationCOMMON CORE STATE STANDARDS. FOR Mathematics
COMMON CORE STATE STANDARDS FOR Mathematics Contents Introduction................................ 2 Standards for Mathematical Practice................ 4 How to Read the Grade Level Standards.............
More informationCOMMON CORE STATE STANDARDS. FOR Mathematics DRAFT
COMMON CORE STATE STANDARDS FOR Mathematics Contents Introduction... 2 Standards for Mathematical Practice... 4 How to Read the Grade Level Standards... 6 Overview of the Mathematics Standards, Grades
More informationMidfield City Schools MES 3 rd Grade Math Pacing Guide Year
Operations and Algebraic Thinking [OA] Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division.
More informationMonroe County Schools Kindergarten Math Pacing Guide
Overview Counting and Cardinality [CC] Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking [OA] Understand addition as putting
More informationPrerequisites for Math Standards  1st Grade
Prerequisites for Math Standards  1st Grade Operations and Algebraic Thinking 1.OA.1 Addition and Subtraction Word Problems with Unknowns K.OA.1, K.OA.2, K.OA.3 Operations and Algebraic Thinking 1.OA.2
More information3RD GRADE COMMON CORE VOCABULARY AL
o o o 3RD GRADE COMMON CORE VOCABULARY AL For possible additions or corrections to the vocabulary cards, please contact the Granite School District Math Department at 3856464239. a.m. a.m. 12:00 A.M.
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 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 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 information