1.1 Understand and apply concepts and procedures from number sense.

 

Kindergarten

Grade 1

Grade 2

Number and Numeration

1.1.1

Understand the concept of number.

·          Count objects to at least 20 items using one-to-one correspondence.

·          Represent a number to at least 31 in different ways (e.g., numerals, pictures, physical models). [CU]

·          Show that the last count word names the quantity of the set (cardinality) (i.e., when counting fingers on a hand “one, two, three, four, five”, the “five” says how many fingers there are). [CU, MC]

·          Identify the base ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. [CU]

·          Explain how numbers are used and give examples. (e.g.,  to count, to order)

Understand ways of representing whole numbers.

·          Represent a number to at least 100 in different ways (e.g., numerals, pictures, physical models) and translate from one representation to another. [CU, MC]

·          Group and regroup objects into 1's and 10's. [SP, RL, CU, MC]

·          Read, write, and recite, in any language, numbers to at least 100. [CU]

·          Count sets of objects less than 100 using a variety of grouping strategies.

·          Identify coins (penny, nickel, dime, quarter) and state their value. [CU]

Understand place value in whole numbers.

·          Group and regroup objects into 1's, 10's, and 100's and explain relationships. [SP, RL,CU,MC]

·          Make combinations and name total value of coins. [SP, RL]

·          Determine the value of a digit based on its position in a number.

·          Read and write numbers to at least 1,000. [CU]

 

1.1.2

Understand sequential relationships among whole numbers.

·          Tell what number comes before or after a given number. [CU]

·          Use comparative language (e.g., less than, more than, equal to) to compare numbers to at least 20. [CU]

·          Use a known quantity to at least 10 (benchmark) to compare sets (e.g., sets of counters).

·          Identify the ordinal position of objects at least through tenth, (e.g., first, second, …). [SP, RL, CU, MC]

 

Understand sequential relationships among whole numbers.

·          Order three or more numbers to at least 100 from smallest to largest. [CU]

·          Use comparative language (e.g., less than, more than, equal to) to compare numbers to at least 100. [CU]

·          Skip count by 2, 5, and 10.

·          Count forwards and backwards, from a given number that is less than 100.

 

Understand sequential relationships among whole numbers.

·          Order three or more numbers to at least 1,000 from smallest to largest. [CU]

·          Use comparative language (e.g., less than, more than, equal to) to compare numbers to at least 1,000. [CU]

 

 


 

 

1.1 Understand and apply concepts and procedures from number sense.

 

Kindergarten

Grade 1

Grade 2

Number and Numeration

1.1.3

 

 

 

1.1.4

 

 

 

 


 

 

1.1 Understand and apply concepts and procedures from number sense.

 

Kindergarten

Grade 1

Grade 2

Computation

1.1.5

Understand the meaning of addition.

·          Express stories involving addition (e.g., join) with models, pictures, and symbols. [SP, RL, CU, MC]

·          Use addition in the classroom environment (e.g., boys and girls in attendance). [MC]

 

Understand the meaning of subtraction.

·          Express stories involving subtraction (e.g., separate) with models, pictures, and symbols. [SP, RL, CU, MC]

·          Show relationships between addition and subtraction using physical models, diagrams, and acting out problems. [CU]

 

Understand the meaning of addition and subtraction and how they relate to one another.

·          Show relationships between addition and subtraction using physical models, diagrams, and acting out problems. [CU]

·          Model real life situations involving addition and subtraction with part-part-whole (e.g. Peter has 11 cookies, 4 chocolate chip and the rest peanut butter. How many peanut butter cookies?) and compare (e.g., Peter has 11 cookies which is 4 more than Teresa. How many cookies does Teresa have?) using physical models, diagrams, and acting out problems. [SP, RL, CU, MC]

 

1.1.6

 

Understand and apply procedures for addition of whole numbers with fluency.

·          Use strategies (e.g., count on, count back, doubles) for addition facts to at least sums to 12. [SP, RL]

·          Recall addition facts through at least sums to 12.

·          Solve problems involving addition using and explaining procedures used. [SP, RL, CU]

 

Understand and apply procedures for addition and subtraction of whole numbers with fluency.

·          Use strategies for addition and subtraction facts through at least 20. [SP, RL]

·          Recall addition and subtraction facts through at least 20.

·          Solve problems involving addition and subtraction with three digit numbers using and explaining procedures used. [SP, RL, CU]

 

 


 

 

1.1 Understand and apply concepts and procedures from number sense.

 

Kindergarten

Grade 1

Grade 2

Computation

1.1.7

 

Understand and apply strategies and appropriate tools for computing with whole numbers.

·          Use strategies and appropriate tools from among mental math, paper/pencil, manipulatives, or calculator to compute in a problem situation. [SP, RL]

·          Use counting strategies to combine whole numbers under 20. [SP, RL]

 

Understand and apply strategies and appropriate tools for computing with whole numbers.

·          Use mental math strategies to compute (e.g., composing and decomposing numbers, friendly numbers, neighbors) through 100. [SP, RL]

·          Use calculator, manipulatives, or paper/pencil to solve problems. [SP, RL]

·          Explain methods to mentally group numbers efficiently. (e.g. when adding 52 and 59, add the 50’s together to get 100, then add eleven more.) [SP, RL, CU]

Estimation

1.1.8

 

Understand and apply estimation strategies to determine the reasonableness of answers.

·          Use a known quantity (e.g., chunking) to make reasonable estimates. [SP, RL]

·          Use “friendly numbers” to make a reasonable estimate of a sum (e.g., 19 + 18 should be about 40, since 19 is about 20, 18 is about 20, and 20 + 20 is 40). [SP, RL]

Understand and apply estimation strategies to predict computation results and to determine the reasonableness of answers.

·          Use estimation strategies (e.g., front-end estimation, clustering) to predict computation results and to determine the reasonableness of answers. [SP, RL].

·          Justify reasonableness of an estimate in addition and subtraction. [CU]

·          Decide if a given estimate for a sum or difference is reasonable. [SP, RL]


 

 

1.2 Understand and apply concepts and procedures from measurement.

 

Kindergarten

Grade 1

Grade 2

Attributes, Units and Systems

1.2.1

Understand and apply appropriate terminology to compare attributes.

·          Use comparative vocabulary to describe objects (e.g., longer/shorter, heavier/lighter, nearer/further, thicker/thinner, shorter/taller). [CU]

·          Use terms to describe the duration of events (e.g., long time or short time). [CU]

·          Identify and sort objects based on an attribute (e.g., closed vs. open) [SP, RL, CU]

Understand and apply attributes to describe and compare objects.

·          Order three or more objects according to an attribute (e.g., pencil lengths, students’ heights, and thickness of books). [SP, RL, CU]

·          Use physical models of measuring units to fill, cover, match, or make the desired comparison of the attribute with the unit. [SP, RL]

·          Read a clock with only the hour hand and use approximate language (e.g., almost 7, a little after 7). [CU]

 

Understand and apply attributes to measure objects and time.

·          Identify attributes of an object that are measurable (e.g., time, length, distance around, capacity, area, or weight of objects). [CU, MC]

·          Compare lengths or distances where direct comparison is not possible (e.g., use a string, paper strip, or hand span to compare the height and width of a table). [SP, RL, MC]

·          Read a clock to tell time to the ˝ hour.

 

1.2.2

 

Understand the importance of appropriate and consistent units.

·          Select units appropriate to the object being measured (e.g., measure length of classroom with footprints, not beans) and explain why it was selected. [SP, RL]

·          Use a uniform unit to measure an object (e.g., cubes, paper strips).

·          Use a calendar as a record of time (e.g., yesterday, today, tomorrow, weeks, months, years, moon phases).

 

Understand that unit size affects the outcome of the measurement.

·          Explain why more small paper clips than large are needed to measure the same length. [CU]

·          Select the most appropriate unit to measure the time of a given situation (e.g., Would you use minutes or hours to measure brushing your teeth, eating dinner, sleeping?). [SP, RL, MC]

 


 

 

1.2 Understand and apply concepts and procedures from measurement.

 

Kindergarten

Grade 1

Grade 2

Attributes, Units and Systems

1.2.3

Understand that objects can be used as tools for nonstandard measurement.

·          Use nonstandard units to measure (e.g., paper strips, cubes, beans, hand widths).

·          Explain how to use a nonstandard unit to measure a given length (e.g., length of a table, width of a desk) [CU]

Understand the need for and apply appropriate tools to measure.

·          Measure a variety of objects using appropriate nonstandard tools (e.g., arm length, hand width, lengths of rope) [SP, RL]

·          Explain the need for measurement. [CU]

Understand the need for and apply appropriate tools to measure specific attributes.

·          Select a tool that can measure the given attribute (e.g., analogue clock: time, string: length, tiles: area, balance: weight, interlocking cubes: capacity). [SP, RL]

·          Demonstrate measurement procedure (e.g., start at a beginning point, place units end-to-end, not overlapping, and straight line). [CU]

·          Justify the use of one tool over another (e.g. the length of a hand is a better measurement tool for this situation than the length of a small cube.) [CU, SP, RL]

Procedures, Precision, and Estimation

1.2.4

 

 

 

 


 

 

1.2 Understand and apply concepts and procedures from measurement.

 

Kindergarten

Grade 1

Grade 2

Attributes, Units and Systems

1.2.5

 

 

 

1.2.6

 

 

Understand how to estimate in measurement situations.

·          Estimate length, area, capacity, and weight using nonstandard units. [SP, RL]

·          Use important benchmarks (referents) (e.g., 5 or 10) to make initial and revised estimates.

·          Explain how a benchmark (referent) helps to make a reasonable estimate. [CU]

 


 

 

 

1.3 Understand and apply concepts and procedures from geometric sense.

 

Kindergarten

Grade 1

Grade 2

Properties and Relationships

1.3.1

Know characteristics of familiar objects.

·          Describe familiar objects based on characteristics (e.g., big, small, like a box). [CU, MC]

·          Identify objects based on their characteristics. [MC]

 

Know characteristics of 2-dimensional figures.

·          Describe 2-dimensional figures based on their characteristics. [CU, MC]

·          Draw 2-dimensional figures based on given characteristics.

Understand characteristics of 2-dimensional geometric figures.

·          Sort and describe characteristics of 2-dimensional geometric figures (e.g., various polygons). [SP, RL, CU]

·          Draw a 2-dimensional shape that matches a set of characteristics (e.g., draw a four-sided shape that has all sides the same length) [SP, RL]

1.3.2

Know objects based on their attributes.

·          Identify and sort objects in their environment by characteristics (e.g., cans, balls, boxes, colors). [MC]

·          Compare objects using comparative language (e.g., bigger, taller, shorter, fatter). [CU]

 

Understand how to sort and compare 2-dimensional figures using their characteristics.

·        Identify and sort 2-dimensional figures in their surroundings. [MC]

·          Compare 2-dimensional figures using comparative language (e.g., longer, wider). [CU]

·          Describe figures using accurate terminology (e.g., square, rectangle, triangle)

 

 


 

 

1.3 Understand and apply concepts and procedures from geometric sense.

 

Kindergarten

Grade 1

Grade 2

Locations and Transformations

1.3.3

Understand the relative position of objects in their environment.

·          Describe the location of objects relative to each other (e.g., in, out, over, under, behind, above, below, next to, etc.). [MC, CU]

·          Identify where a 3-dimensional object is located relative to a given object (e.g., where the eraser is relative to the desk) [CU]

Understand the locations of numbers on a positive number line.

·          Indicate if a number is above or below a benchmark number (e.g., greater than or less than 100). [CU]

·          Describe the location of a given number, between 1 and 100, on a number line. [CU]

·          Identify a point, up to 100, on a positive number line. [CU]

 

Understand the locations of numbers on a positive number line.

·          Indicate if a number is above or below a benchmark number (e.g., greater than or less than 1000). [CU]

·          Describe the location of a given number, between 1 and 1000, on a number line. [CU]

·          Identify a point, up to 1000, on a positive number line. [CU]

 

1.3.4

 

 

 

 


 

 

1.4 Understand and apply concepts and procedures from probability and statistics.

 

Kindergarten

Grade 1

Grade 2

Probability

1.4.1

 

 

 

1.4.2

 

 

 

 


 

 

1.4 Understand and apply concepts and procedures from probability and statistics.

 

Kindergarten

Grade 1

Grade 2

Statistics

1.4.3

Understand that data can be collected and organized.

·          Sort and classify data (e.g., sort by color or size). [SP, RL]

·          Use physical objects or pictures to build bar graphs. [CU]

·          Answer questions about graphs (e.g., How many cats? How many dogs?). [CU]

 

Understand that data can be organized and displayed.

·          Display results of data collection by making student-invented and conventional displays. [CU]

·           Construct bar graphs with physical materials and record pictorially (e.g., shoes, cats, crops, egg rolls, tacos). [CU]

 

Understand the components of a graph.

·          Identify title, horizontal and vertical axes, and key.

·          Construct a bar graph that includes a title, key, and single unit increment. [CU]

·         Name an appropriate title for a display of data. [CU]

 

1.4.4

 

 

Understand how a display provides information about a question.

·          Conduct a survey for a predetermined question and collect data using tallies, charts, lists, or pictures( e.g., who has animals at home, how many, what type). [SP, RL]

·          Identify a question that could be answered from a display.

·          Interpret results and draw conclusions from displays using comparative language (e.g. more, fewer). [CU, MC]

 

 

 


 

 

1.4 Understand and apply concepts and procedures from probability and statistics.

 

Kindergarten

Grade 1

Grade 2

Statistics

1.4.5

 

 

Understand how to read and interpret data from graphs.

§          Interpret a bar graph for comparative information (e.g., How many more than, less than?). [CU]

·        Read the labels from each axis of a graph. [CU