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Product Name: envisionmath2.0 Custom Grade K VA
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Curriculum Standards:


Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. - M.1.13
Find numbers that are more or less than a given number. - 1.NC.14
Count tens and ones to find a two-digit number. - 1.NC.11
Write equations to show the parts of numbers up to 5. - K.OA.19
Use tools to subtract numbers. - K.OA.18
Read and write numerals, and represent a number of objects with a written numeral, to 100. - NC.1.NBT.7
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - NC.1.NBT.5
Write addition and subtraction equations within 5 and remember them. - K.OA.22
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence). - NC.K.CC.4.a
Reason about numbers and operations. - K.OA.21
Name shapes as flat or solid. - K.G.1
Compare the measurable attributes of two objects. - K.GM.A.2
Write equations to show the parts of 8 and 9. - K.OA.24
Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality). - NC.K.CC.4.b
State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing). - NC.K.CC.4.c
Write equations to show the parts of 6 and 7. - K.OA.23
Write an addition equation to solve a word problem. - K.OA.26
Understand that the two digits of a two-digit number represent amounts of tens and ones. - NC.1.NBT.2
Write equations to show the parts of 10. - K.OA.25
Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - NC.1.NBT.3
Find a missing part to make 10. - K.OA.28
Count to 150, starting at any number less than 150. - NC.1.NBT.1
Find number partners for 10. - K.OA.27
Analyze and compare 2.D shapes. - K.G.8
Analyze and compare 3.D shapes. - K.G.9
Describe shapes in the environment. - K.G.6
Describe positions of shapes in the environment. - K.G.7
Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones. - NC.1.NBT.2.c
Describe and identify hexagons. - K.G.4
Describe and identify solid figures. - K.G.5
Solve related addition and subtraction equations. - K.OA.20
Identify and describe circles and triangles. - K.G.2
Identify and describe squares and other rectangles. - K.G.3
Counting on - NC.1.OA.6.a
Compose and decompose numbers up to 10 with objects and pictures. - K.N.2.1
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. - M.K.4a
Understand that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted. - M.K.4b
Understand that each successive number name refers to a quantity that is one larger. - M.K.4c
Using the relationship between addition and subtraction - NC.1.OA.6.d
Decomposing a number leading to a ten - NC.1.OA.6.c
Making ten - NC.1.OA.6.b
The student will collect, organize, and represent data. - K.11a
The student will read and interpret data in object graphs, picture graphs, and tables. - K.11b
Creating equivalent but simpler or known sums - NC.1.OA.6.f
Take apart a number and tell the parts. - K.OA.11
Understand two-digit numbers are composed of ten(s) and one(s). - 1.NBT.A.2
Model adding different numbers together by drawing, counting, or writing equations. - K.OA.10
Compare two two-digit numbers using the symbols >, = or <. - 1.NBT.A.3
Separate numbers. - K.OA.13
Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. - 1.NBT.A.1
Represent subtraction as taking away from a whole. - K.OA.12
Use the minus sign in an equation. - K.OA.15
Separate more numbers. - K.OA.14
The student will compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle). - K.10b
Count by 10s to 120 starting at any number. - 1.NBT.A.4
Find patterns in subtraction equations. - K.OA.17
The student will describe the location of one object relative to another (above, below, next to) and identify representations of plane figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space. - K.10c
Find the difference of two numbers. - K.OA.16
Solve math problems about objects with measurable attributes by using precision. - K.MD.10
Use zero to tell when there are no objects. - K.NCC.7
Build 2.D shapes that match given attributes. - K.G.13
Use patterns to add numbers together. - K.OA.9
Use materials to build 3.D shapes. - K.G.14
Read and write the number 0. - K.NCC.8
Show ways to make 5. - K.NCC.9
Read and write the numbers 1, 2, and 3. - K.NCC.3
Count 4 and 5 objects. - K.NCC.4
Analyze and compare 2.D and 3.D shapes. - K.G.10
Count groups of 4 and 5 objects shown in different ways. - K.NCC.5
Analyze, compare, and make different 2.D and 3.D shapes using math. - K.G.11
Read and write the numbers 4 and 5. - K.NCC.6
Make 2.D shapes using other 2.D shapes. - K.G.12
Count 1, 2, and 3 objects. - K.NCC.1
Count groups of 1, 2, and 3 objects shown in different ways. - K.NCC.2
Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ●, ●●, ●●●. - K.2.1.1
Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. - K.GM.1.3
Compare two numbers between 1 and 10 presented as written numerals. - M.K.7
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). - M.K.6
Collect and sort information about objects and events in the environment. - K.D.1.1
Count to answer questions (e.g., “How many?”) about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. - M.K.5
Compose free-form shapes with blocks. - K.GM.1.5
Understand the relationship between numbers and quantities; connect counting to cardinality. - M.K.4
Use smaller shapes to form a larger shape when there is an outline to follow. - K.GM.1.4
Demonstrate fluency with addition and subtraction within 10. - 1.RA.C.8
Use basic shapes and spatial reasoning to represent objects in the real world. - K.GM.1.6
Add and subtract within 20. - 1.RA.C.7
Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem. - M.K.9
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations. - M.K.8
Compose and decompose numbers up to 10 with objects and pictures. - K.1.2.2
Describe several measureable attributes of objects. - K.GM.A.1
Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. - K.1.2.1
Show numbers in many ways. - K.OA.1
Represent addition as adding to a number. - K.OA.2
Represent addition as putting two or more numbers together. - K.OA.3
Add numbers together. - K.OA.4
Write an equation to show addition. - K.OA.5
Use the plus sign and equal sign in an equation. - K.OA.6
Solve addition problems. - K.OA.7
Use equations to represent and explain addition. - K.OA.8
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). - M.K.3
Count forward beginning from a given number within the known sequence (instead of having to begin at 1). - M.K.2
Count to 100 by ones and by tens. - M.K.1
Recognize squares, circles, triangles, and rectangles. - K.GM.1.1
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). - M.1.10c
Make sense of problems and persevere in solving them. - MP.1
Reason abstractly and quantitatively. - MP.2
The student will sort and classify objects according to one attribute. - K.12
The student will identify, describe, extend, create, and transfer repeating patterns. - K.13
Look for and make use of structure. - MP.7
Understand the relationship between numbers and quantities. - NC.K.CC.4
Look for and express regularity in repeated reasoning. - MP.8
Count forward beginning from a given number within the known sequence, instead of having to begin at 1. - NC.K.CC.2
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects. - NC.K.CC.3
Construct viable arguments and critique the reasoning of others. - MP.3
Model with mathematics. - MP.4
Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies. - NC.K.CC.6
Use appropriate tools strategically. - MP.5
Compare two numbers, within 10, presented as written numerals. - NC.K.CC.7
Attend to precision. - MP.6
Building and drawing triangles, rectangles, squares, hexagons, circles. - NC.K.G.5.a
Describe the relative positions of objects in space. - K.GM.C.7
Building cubes, cones, spheres, and cylinders. - NC.K.G.5.b
Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size. - K.GM.C.6
Draw or model simple two-dimensional shapes. - K.GM.C.9
Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes - K.GM.C.8
Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns. - 1.2.1.1
Use words to compare objects according to length, size, weight, position, and location. - K.GM.2.1
Count up to the number 5. - K.NCC.10
Compare the number of objects needed to fill two different containers. - K.GM.2.4
Use math to explain what you know about counting. - K.NCC.11
Compare groups to see whether they are equal by matching. - K.NCC.12
Put Together/ Take Apart (Total Unknown and Two Addends Unknown) - NC.K.OA.2.b
Tell whether one group is greater in number than another group. - K.NCC.13
Tell whether one group is less in number than another group. - K.NCC.14
Add to/Take From-Result Unknown - NC.K.OA.2.a
Compare groups by counting. - K.NCC.15
Compare numbers. - K.NCC.16
Use properties as strategies to add and subtract. - 1.RA.B.5
Find parts of the numbers 17, 18, and 19. - K.NC.6
Use patterns to make and find the parts of numbers to 19. - K.NC.7
Use objects, drawings, and numbers to compare numbers. - K.NCC.17
Count to the numbers 6 and 7. - K.NCC.18
Read and write the numbers 6 and 7. - K.NCC.19
Compose and decompose numbers from 11 to 19 into sets of tens with additional ones. - K.NBT.A.1
Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. - 1.A.1.1
Sort and group up to 10 objects into a set based upon characteristics such as color, size, and shape. Explain verbally what the objects have in common. - K.A.1.1
Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. - K.3.1.1
Sort objects using characteristics such as shape, size, color and thickness. - K.3.1.2
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). - M.1.1
Use addition facts to 10 to solve subtraction problems. - 1.OA.16
Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). - M.1.4
Use the same addends to write two different equations with the same sum. - 1.OA.14
Use a ten-frame to solve addition facts with 5 and 10. - 1.OA.13
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). - M.1.2
Apply properties of operations as strategies to add and subtract (e.g., If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known: Commutative Property of Addition. To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12: Associative Property of Addition). Instructional Note: Students need not use formal terms for these properties. - M.1.3
Look for and make use of structure. - K.MP.7
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., Determine the unknown number that makes the equation true in each of the equations. 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?). - M.1.8
Attend to precision. - K.MP.6
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. - M.1.9
Use appropriate tools strategically. - K.MP.5
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 and use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8= 4); and creating equivalent but easier or known sums (e.g., adding 6 +7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). - M.1.6
Model with mathematics. - K.MP.4
Construct viable arguments and critique the reasoning of others. - K.MP.3
Reason abstractly and quantitatively. - K.MP.2
Use basic shapes and spatial reasoning to model objects in the real-world. - K.3.1.3
Make sense of problems and persevere in solving them. - K.MP.1
The student, given no more than three sets, each set containing 10 or fewer concrete objects, will compare and describe one set as having more, fewer, or the same number of objects as the other set(s). - K.2a
The student, given no more than three sets, each set containing 10 or fewer concrete objects, will compare and order sets from least to greatest and greatest to least. - K.2b
Given a number from 1–20, count out that many objects. - NC.K.CC.5.a
Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater. - NC.K.CC.5.b
Look for and express regularity in repeated reasoning. - K.MP.8
Use addition or subtraction basic facts to represent a given problem situation using a number sentence. - 1.2.2.4
Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. - 1.2.2.1
Determine if equations involving addition and subtraction are true. - 1.2.2.2
Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. - NC.K.CC.5.c
Given 10 objects in a scattered arrangement, identify how many. - NC.K.CC.5.d
Recognize that a number can be used to represent how many objects are in a set up to 10. - K.N.1.2
Count aloud forward in sequence to 100 by 1’s and 10’s. - K.N.1.1
Find a number that is 1 more or 1 less than a given number up to 10. - K.N.1.7
Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives. - K.N.1.6
Count forward, with and without objects, from any given number up to 10. - K.N.1.5
Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. - NC.K.OA.1.a
Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. - 1.N.1.1
Demonstrate understanding of addition and subtraction by making connections among representations. - NC.K.OA.1.b
Recognize without counting (subitize) the quantity of a small group of objects in organized and random arrangements up to 10. - K.N.1.4
Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 1.N.1.3
Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.N.1.2
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. - 1.RA.A.4
Find a number that is 10 more or 10 less than a given number up to 100. - 1.N.1.5
Using the words more than, less than or equal to compare and order whole numbers, with and without objects, from 0 to 10. - K.N.1.8
Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. - 1.N.1.4
Solve problems that call for addition of three whole numbers whose sum is within 20. - 1.RA.A.2
Use addition and subtraction within 20 to solve problems. - 1.RA.A.1
Compare and order whole numbers from 0 to 100. - 1.N.1.6
Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. - 1.N.1.8
The student will tell how many are in a given set of 20 or fewer objects by counting orally. - K.1a
The student will read, write, and represent numbers from 0 through 20. - K.1b
Solve addition problems involving situations of putting two parts together. - 1.OA.2
Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object. - K.NS.B.5
Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted. - K.NS.B.6
Demonstrate that each successive number name refers to a quantity that is one larger than the previous number. - K.NS.B.7
Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns. - K.NS.B.8
Demonstrate that a number can be used to represent “how many” are in a set. - K.NS.B.9
Skip count by tens to 100. - K.NCC.41
Use words to compare objects according to length, size, weight and position. - K.3.2.1
Count to the number 100 by using tens and ones. - K.NCC.42
Count forward from any number to 100 by ones. - K.NCC.43
Count by tens and ones from any number up to 100. - K.NCC.44
Count on from any number counting by tens and by ones. - K.NCC.45
Find the unknown number in an equation. - 1.OA.36
Count to 100 by ones and tens. - K.NS.A.1
Count forward beginning from a given number between 1 and 20. - K.NS.A.2
Order 2 or 3 objects using measurable attributes, such as length and weight. - K.3.2.2
The student will recognize and describe with fluency part-whole relationships for numbers up to 5. - K.4a
The student will investigate and describe part-whole relationships for numbers up to 10. - K.4b
Use different strategies to add three numbers. - 1.OA.40
Put together/Take Apart-Addend Unknown - NC.1.OA.1.b
Compose larger shapes from simple shapes. - NC.K.G.6
Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional. - NC.K.G.3
Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.1.1.1
Reason abstractly and quantitatively. - PS.2
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties. - NC.K.G.4
Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 1.1.1.2
Make sense of problems and persevere in solving them. - PS.1
Count, with and without objects, forward and backward from any given number up to 120. - 1.1.1.3
Find a number that is 10 more or 10 less than a given number. - 1.1.1.4
The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. - 1.1d
Look for and express regularity in repeated reasoning. - PS.8
Look for and make use of structure. - PS.7
Represent and solve real-world and mathematical problems using addition and subtraction up to ten. - 1.N.2.1
Demonstrate fluency with basic addition facts and related subtraction facts up to 10. - 1.N.2.3
Model with mathematics. - PS.4
Construct viable arguments and critique the reasoning of others. - PS.3
Attend to precision. - PS.6
The student will count backward orally by ones when given any number between 1 and 10. - K.3b
The student will identify the number after, without counting, when given any number between 0 and 100 and identify the number before, without counting, when given any number between 1 and 10. - K.3c
The student will count forward orally by ones from 0 to 100. - K.3a
The student will count forward by tens to determine the total number of objects to 100. - K.3d
Count backward from a given number between 10 and 1. - K.NS.A.3
The student will write the numerals 0 to 110 in sequence and out-of-sequence. - 1.1b
Read and write numerals and represent a number of objects from 0 to 20. - K.NS.A.4
The student will count forward orally by ones to 110, starting at any number between 0 and 110. - 1.1a
Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms. - NC.K.G.1
Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size. - NC.K.G.2
Read and write numerals and represent a number of objects with a written numeral. - 1.NS.A.2
Count to the numbers 8 and 9. - K.NCC.20
Count to 120, starting at any number less than 120. - 1.NS.A.1
Read and write the numbers 8 and 9. - K.NCC.21
Count to the number 10. - K.NCC.22
Read and write the number 10. - K.NCC.23
Show how to make a group of ten. - K.NCC.24
Use counting patterns to solve a problem. - K.NCC.25
Compare groups of up to 10 numbers. - K.NCC.26
Compare groups of numbers using numerals to 10. - K.NCC.27
Compare groups of numbers by counting. - K.NCC.28
Compare two numbers. - K.NCC.29
Recording each composition or decomposition by a drawing or expression. - NC.K.NBT.1.b
Using objects or drawings. - NC.K.NBT.1.a
The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. - K.6
Use drawings and equations to make the numbers 11, 12, and 13. - K.NC.1
The student will investigate fractions by representing and solving practical problems involving equal sharing with two sharers. - K.5
Make the numbers 14, 15, and 16. - K.NC.2
The student will investigate the passage of time by reading and interpreting a calendar. - K.8
Make the numbers 17, 18, and 19. - K.NC.3
The student will recognize the attributes of a penny, nickel, dime, and quarter and identify the number of pennies equivalent to a nickel, a dime, and a quarter. - K.7
Find parts of the numbers 11, 12, and 13. - K.NC.4
Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. - NC.K.NBT.1.c
The student will compare two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter). - K.9
Find parts of the numbers 14, 15, and 16. - K.NC.5
The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. - 1.2a
The student, given up to 110 objects, will compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to. - 1.2b
Count groups of numbers to 10. - K.NCC.30
Repeat something from one problem to help solve another problem. - K.NCC.31
Compare two or more sets of objects and identify which set is equal to, more than or less than the other. - K.NS.C.10
Count and write numbers 11 and 12. - K.NCC.32
Demonstrate fluency with addition and subtraction within 10. - NC.1.OA.9
Compare two numerals, between 1 and 10, and determine which is more than or less than the other. - K.NS.C.11
Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. - 1.1.2.1
Count and write numbers 13, 14, and 15. - K.NCC.33
Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. - NC.1.OA.8
Decompose numbers less than or equal to 10 in more than one way. - K.RA.A.3
Count and write numbers 16 and 17. - K.NCC.34
Count and write numbers 18, 19, and 20. - K.NCC.35
Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. - 1.1.2.3
Make 10 for any number from 1 to 9. - K.RA.A.4
Represent addition and subtraction within 10. - K.RA.A.1
Compose simple shapes to form larger shapes using manipulatives. - K.GM.C.10
Count forward from any number to a number within 20. - K.NCC.36
Demonstrate fluency for addition and subtraction within 5. - K.RA.A.2
Count to find how many are in a group. - K.NCC.37
Use reasoning to count and write numbers to the number 20. - K.NCC.38
Use patterns to count to 30. - K.NCC.39
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - NC.K.MD.3
Describe measurable attributes of objects; and describe several different measurable attributes of a single object. - NC.K.MD.1
Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. - NC.K.MD.2
Apply the commutative and associative properties as strategies for solving addition problems. - NC.1.OA.3
Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number. - NC.1.OA.2
Use patterns to count to 50. - K.NCC.40
Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. - NC.1.OA.4
Count by 1s to 120. - 1.NC.2
Count by 10s to 120. - 1.NC.1
Compare and order whole numbers, with and without objects, from 0 to 20. - K.1.1.5
Identify pennies, nickels, dimes, and quarters by name. - K.N.4.1
Count, with and without objects, forward and backward to at least 20. - K.1.1.3
Find a number that is 1 more or 1 less than a given number. - K.1.1.4
Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. - K.1.1.1
Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. - K.1.1.2
Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). - M.K.10
For any number from 1 to 9, find the number that makes 10 when added to the given number by using objects or drawings, and record the answer with a drawing or equation. - M.K.11
Fluently add and subtract within 5. - M.K.12
Compose and decompose numbers from 11 to 19 into ten ones and some further ones by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones (one ten) and one, two, three, four, five, six, seven, eight, or nine ones. - M.K.13
Describe measurable attributes of objects, such as length or weight and describe several measurable attributes of a single object. - M.K.14
Directly compare two objects with a measurable attribute in common, to see which object has “more of” or “less of” the attribute, and describe the difference. - M.K.15
Classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. Category counts should be limited to less than or equal to 10. (e.g., Identify coins and sort them into groups of 5s or 10s.) - M.K.16
The student will create and solve single-step story and picture problems using addition and subtraction within 20. - 1.6
Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. - M.K.17
Correctly name shapes regardless of their orientations or overall size. - M.K.18
Through the use of real-life objects, identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). - M.K.19
Use words to describe how an object can be measured. - K.MD.9
Use attributes to describe different objects. - K.MD.8
Compare objects by weight. - K.MD.7
Compare objects by capacity. - K.MD.6
Compare objects by length and height. - K.MD.5
Tell whether the way objects have been sorted, counted, and compared makes sense. - K.MD.4
The student will identify and describe plane figures (circle, triangle, square, and rectangle). - K.10a
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”), and other attributes (e.g., having sides of equal length). Instructional Note: Student focus should include real-world shapes. - M.K.20
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. - M.K.21
Compose simple shapes to form larger shapes (e.g., “Can these two triangles, with full sides touching, join to make a rectangle?”). - M.K.22
Counting to 100 by ones. - NC.K.CC.1.a
Counting to 100 by tens. - NC.K.CC.1.b
Recognize two- and three-dimensional shapes from different perspectives and orientations. - 1.GM.A.3
Compare category counts using appropriate language. - K.DS.A.2
Classify objects into given categories; count the number of objects in each category. - K.DS.A.1
The student will recognize and describe with fluency part-whole relationships for numbers up to 10. - 1.7a
Add within 100. - 1.NBT.B.5
Calculate 10 more or 10 less than a given number mentally without having to count. - 1.NBT.B.6
Use counting to compare how many objects are in categories. - K.MD.3
Recognize and combine groups with totals up to 5 (conceptual subitizing). - NC.K.OA.6
Count how many objects are in different categories. - K.MD.2
Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: - M.1.10
Classify objects into categories and tell why they are in each category. - K.MD.1
Demonstrate fluency with addition and subtraction within 5. - NC.K.OA.5
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - M.1.11
For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing or expression. - NC.K.OA.4
Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression. - NC.K.OA.3
Represent addition and subtraction, within 10: - NC.K.OA.1
The student will demonstrate fluency with addition and subtraction within 10. - 1.7b




List of all Files Validated:


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